Published on: Mar 3, 2016
Transcripts - Natural aproach
Profesora EstudianteAparicio Nahír Pérez Yicel
Teaching without reference to grammatical analysis. Central role of COMPREHENSION.
AC It refers to anQ unconscious process thatU involves the naturalisticI development of languageS proficiency throughI understanding languageT and through usingI language to meaningfulO communication.NL It refers to a process inE which conscious rulesA about a language areR developed. It results inN explicit knowledge aboutI the forms of a languageN and the ability toG verbalize this knowledge.
The learning system performs the role of themonitor or the editor. Conscious learning canfunction only as monitor or editor that checks andrepairs the output of the acquired system. Three conditions limit the successful use of the monitor Focus on Knowledge Time form of rules
it is based on research findings, whichsuggested that the acquisition of grammaticalstructures follows a natural order which ispredictable. Some grammatical structures areacquired before others for instance, the presenttense is acquired before the past tense.
The The learner improvesrelationship The hypothesis relates when he/she receives to acquisition and not second language between to learning. input that is one step what the beyond his/her current learner is stage of linguistic Four main competence. exposed to issues of a The ability to speak language fluently cannot be People acquire (the input) taught directly; language best by rather, it “emerges” being exposed to input and after s/he has built up that is slightly above language linguistic competence their current level of by understanding competence.acquisition. input.
Krashen considers the learner’s emotional state orattitudes as an adjustable filter that passes, impedes orblocks the input necessary to acquisition. A low affectivefilter is desirable, since it impedes or block less of thisnecessary input. There are three kinds of affective oraltitudinal variables. and. Motivation Self-confidence Anxiety
The Natural Approach is for beginners and isdesigned to help them become intermediates.It has the expectation that students will be able to function adequately in the target language.They should be able to make the meaning clear but not necessary be accurate in all details of grammar.It is important to communicate to learners what they can expect of a course as well as what they should not expect.
Comprehensible input is presented in the targetlanguage, using: • TPR (James Asher) • Mimes, gestures, use of context. • Group work activities. • Whatever minimizes learner’s anxiety and maximizes learner self-confidence.
The language acquirer is seen as a processor of comprehensible input. Learners’ roles are seen to change according to their stage of linguistic development. Speech-emergent phase Early-production stagePre-production stage students students students participate in respond to involve the language familiar themselves in activity without questions, fixe role-play and having to d games, and respond in the conversation. participate in target group language. problem- solving.
• The teacher is primary source of comprehensible input in the target language• The teacher creates a classroom atmosphere that is interesting, friendly and in which there is a low affective filter for learning.• The teacher chooses a rich mix of classroom activities.• The teacher is responsible for collecting materials and designing their use.