NATURAL APPROACH ( NA )
Islamic Azad University of Larestan
By:
Abdorrahim Moghimi
Whats app & Telegram: 00989173640060
NATURAL APPROACH ( NA )
Krashen and Terrell identified The Natural Approach with the
Traditional Approach.
They relate Nat...
Natural approach: is believed to conform to the naturalistic principles
found in successful second language acquisition.
“Krashen and Terrell see communication as the primary function of
language”
They refer to the Natural Approach as an exa...
THEORY OF LEARNING
NA has a theoretical and research-based theory of
learning which is based on five (5) hypothesis.
1. th...
1. the acquisition/learning
hypothesis
ACQUISITION refers to an unconscious process that involves the
naturalistic develop...
2. the monitor
hypothesis
Conscious learning can function as a monitor that checks and
repairs the output of the acquired ...
3. the natural order
hypothesis
The acquisition of grammatical structures proceeds in
a predictable order. Errors are sign...
4. the input
hypothesis
It relates to acquisition and not to learning. People
acquire language best by understanding input...
5. the affective
hypothesis
The learner's emotional state or attitudes is an
adjustable filter that freely passes, impedes...
DESIGN
Objectives
•The Natural Approach is for beginners and is designed to help them
become intermediates.
•Specific obje...
THE
SYLLABUS
Krashen and Terrell approach course from two points of view:
• Goals for language courses.
• The purpose of a...
TYPES OF LEARNING AND TEACHING ACTIVITIES
Emphasis is on presenting comprehensible input in the target Languag
through li...
TYPES OF LEARNING AND TEACHING ACTIVITIES
The teacher talks slowly and distinctly, asking questions and eliciting
one-Wor...
LEARNER ROLES
The language acquierer is seen as a processor of comprehensible input.
Learners’ roles are seen to change ...
Pre-production stage
Students participate in the language activity without having to
respond in the target language.
Early...
LEARNERS HAVE FOUR KINDS OF RESPONSABILITIES
• Provide information about their specific goals.
• Take an active role in en...
THE ROLE OF INSTRUCTIONAL MATERIALS
The primary goal of materials is to make classroom activities as
meaningful as possib...
Natural approach by: Abdorrahim moghimi
Natural approach by: Abdorrahim moghimi
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Natural approach by: Abdorrahim moghimi

The natural approach
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Natural approach by: Abdorrahim moghimi

  • 1. NATURAL APPROACH ( NA ) Islamic Azad University of Larestan By: Abdorrahim Moghimi Whats app & Telegram: 00989173640060
  • 2. NATURAL APPROACH ( NA ) Krashen and Terrell identified The Natural Approach with the Traditional Approach. They relate Natural Approach with Natural Method The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.
  • 3. Natural approach: is believed to conform to the naturalistic principles found in successful second language acquisition.
  • 4. “Krashen and Terrell see communication as the primary function of language” They refer to the Natural Approach as an example of a communicative approach” “They reject earlier methods of language teaching” “Krashen and Terrell describe the emphasis on the primacy of meaning” Language is viewed as a vehicle for communicating meanings and messages. “Acquisition can take place only when people understand messages in the target language” THEORY OF LANGUAGE
  • 5. THEORY OF LEARNING NA has a theoretical and research-based theory of learning which is based on five (5) hypothesis. 1. the acquisition/learning hypothesis 2. the monitor hypothesis 4. the input hypothesis 5. the affective hypothesis 3. the natural order hypothesis
  • 6. 1. the acquisition/learning hypothesis ACQUISITION refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. LEARNING refers to a process in which conscious rules about a language are developed. LEARNING CAN NOT LEAD TO ACQUISITION.
  • 7. 2. the monitor hypothesis Conscious learning can function as a monitor that checks and repairs the output of the acquired system. Three conditions limit the successful use of the monitor: 1) TIME: There must be sufficient time for a learner to choose and apply a learned rule. 2) FOCUS ON FORM: The language user must be focused on correctness of the output. 3) KNOWLEGDE OF RULES: The performer must know the rules.
  • 8. 3. the natural order hypothesis The acquisition of grammatical structures proceeds in a predictable order. Errors are signs of naturalistic developmental processes, and during acquisition similar developmental errors occur in learners not matter what their mother tongue is.
  • 9. 4. the input hypothesis It relates to acquisition and not to learning. People acquire language best by understanding input. The ability to speak fluently emerges independently in time.
  • 10. 5. the affective hypothesis The learner's emotional state or attitudes is an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. There are three kinds of affective variables: Motivation-Self-Confidence-Anxiety
  • 11. DESIGN Objectives •The Natural Approach is for beginners and is designed to help them become intermediates. •Specific objectives depend upon learner needs and the skill and level being taught. •Krashen and Terrell feel it is important to communicate to learners what they can expect as well as they should not expect.
  • 12. THE SYLLABUS Krashen and Terrell approach course from two points of view: • Goals for language courses. • The purpose of a language course will vary according to the needs of the students.
  • 13. TYPES OF LEARNING AND TEACHING ACTIVITIES Emphasis is on presenting comprehensible input in the target Languag through listening and Reading activities. Learners are not required to say anything until the feel ready. The teacher provides comprehensible language and simple response opportunities.
  • 14. TYPES OF LEARNING AND TEACHING ACTIVITIES The teacher talks slowly and distinctly, asking questions and eliciting one-Word answers. Aquisition activities are emphasized. Pair or group work may be employed. Techniques recommended by Krashen and Terrell are often borrowed from other methods and adapted.
  • 15. LEARNER ROLES The language acquierer is seen as a processor of comprehensible input. Learners’ roles are seen to change according to their stage of linguistic development. Pre-production stage Early-production stage Speech-emergent phase
  • 16. Pre-production stage Students participate in the language activity without having to respond in the target language. Early-production stage students respond to either-or questions. Students involve themselves in role play and games Speech-emergent phase
  • 17. LEARNERS HAVE FOUR KINDS OF RESPONSABILITIES • Provide information about their specific goals. • Take an active role in ensuring comprehensible input. • Decide when to start producing speech and when to upgrade it. • Where learning exercises are to be a part of the program. TEACHER ROLES The teacher is the primary source of comprehensible input in the target language. She/He creates a classroom atmosphere that is interesting. She/He must choose and orchestrate a rich mix of classroom activities.
  • 18. THE ROLE OF INSTRUCTIONAL MATERIALS The primary goal of materials is to make classroom activities as meaningful as possible. They promote comprehension and communication. The selection, reproduction, and collection of materials places a considerable burden on the Natural Approach teacher.