The Natural Approach自然法.ppt

TheNaturalApproach,ByZhangkun,Majorcomponents,BackgroundApproachDesignProcedureConclusion,Background,TheconceptwasproposedbyTracyTerrellin1977andelaboratedbyKrashenandTerrellscombinedstatementintheirbookTheNaturalApproach,publishedin1983.ItisdifferentfromNaturalMethodwhichby1900hadbecomeknownasDirectMethod.TheybothconformtonaturalisticprinciplesbutNaturalApproachplacesmoreemphasisoncomprehensibleinput.,这里的自然法不是指19世纪出现的自然法，那时的自然法是直接法的前身，与语法-翻译法相对应，强调口语教学。这里的自然法是指70年代后期在美国出现的自然法，代表人物是克拉申（StephenKrashen)和泰勒尔（TracyTerrell)。自然法的指导思想是克拉申的语言习得理论，这种理论重视自然的交际，强调非正式的习得，而不注重形式语法的分析。,Approach,TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandrefertotheNaturalApproachasanexampleofacommunicativeapproach.,Theyemphasizetheprimacyofmeaningandviewlanguageasavehicleforcommunicatingmeaningsandmessages.Acquisitioncantakeplaceonlywhenpeopleunderstandmessagesinthetargetlanguage.,Krashen和Terrell认为语言最主要的功能是沟通，它是传递信息与意义的工具，唯有了解了目的语所要传达的信息后，习得才会发生。自然法也被看作是交际法的一个例证。,TheoryoflearningTheapproachisgroundedonKrashenslanguageacquisitiontheory-KrashensMonitorModel.Itconsistsoffivehypotheses.Theacquisition/learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis,Theacquisition/learninghypothesisAcquisitionandlearningaretwoindependentwaysofdevelopingL2ability.AcquisitionisasubconsciousprocesswhichissimilartotheprocessoflearningonesnativelanguagewhilelearningisaconsciousprocessinwhichthelearneronlyobtainsL2linguisticknowledge.Learning,accordingtoKrashen,cannotleadtoacquisition.,ThemonitorhypothesisConsciousknowledgeobtainedthroughlearningcanonlybeusedtoserveasaneditorundertwoconditions:thefirstconditionisthatthelearnermustbeconsciouslyconcernedwithaccuracyandthesecondconditionisthatthelearnermustknowtheruleconcerned.,ThenaturalorderhypothesisTheorderinwhichlearnersacquiretherulesoflanguageispredictablebutitdoesneitherdependontheperceivedformalcomplexitiesnorthesequenceofteaching.,TheinputhypothesisL2languageproficiencydevelopswhenthelearnerisexposedtosufficientcomprehensibleinputwhichisabitbeyondthelearnerscurrentlevelofcompetence.,TheaffectivefilterhypothesisTheaffectivefilterisahypothesizedmentalbarrierwhichmaybeupordown.Whenthelearnerispoorlymotivatedandhasahighlevelofanxiety,thefilterisup,whichwillpreventtheinputfromreachingthelong-termmemory.,TheimplicationsofthefivehypothesesforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”.Inordertolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.,在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达的意思之后。尽可能增加可理解输入，调用一切有助于理解的手段，重视输入并推迟口头表达，以及创造放松环境以降低情感阻碍，这些方法都是建立在这个思想上的。,Design,ObjectivesThenaturalapproachisforbeginnersandisdesignedtohelpthembecomeintermediates.SincetheNaturalApproachisofferedasageneralsetofprinciplesapplicabletoawidevarietyofsituations,specificobjectivesdependonlearnerneedsandtheskillandlevelbeingtaught.,ThesyllabusThepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests.Aswellasfittingtheneedsandinterestsofstudents,contentselectionshouldaimtocreatealowaffectivefilter,shouldprovideawideexposuretovocabularyandshouldresistanyfocusongrammaticalstructures.,TypesoflearningandteachingactivitiesTechniquesrecommendedbyKrashenandTerrellareoftenborrowedfromothermethodsandadaptedtomeettherequirementsofNaturalApproachtheory.ThereisnothingnovelabouttheproceduresandtechniquesadvocatedforusewiththeNaturalApproach.Whatcharacterizesitistheuseofthesetechniquesthatfocusonprovidingcomprehensibleinputandarelaxedclassroomenvironment.,LearnerrolesLearnersareexpectedtoparticipateincommunicationactivitieswithotherlearners.Butcommunicationactivitiesfailtoprovidelearnerswithwell-formedandcomprehensibleinputattheI+1level.,TeacherrolesFirst,theteacheristheprimarysourceofcomprehensibleinputinthetargetlanguage.TheNaturalApproachdemandsamuchmorecenter-stagerolefortheteacherthandomanycontemporarycommunicativemethods.,Second,theteachercreatesaclassroomatmospherethatisinteresting,friendly,andinwhichthereisalowaffectivefilterforlearning.ThisisachievedinpartthroughsuchNaturalApproachtechniquesasnotdemandingspeechfromthestudentsbeforetheyarereadyforit,notcorrectingstudentserrors,andprovidingsubjectmatterofhighinteresttostudents.,Finally,theteachermustchooseandorganizearichmixofclassroomactivities,involvingavarietyofgroupsizes,content,andcontexts.,TheroleofinstructionalmaterialsThegoalofmaterialsistomakeclassroomactivitiesasmeaningfulaspossibleandtopromotecomprehensionandcommunication.Pictures,schedules,advertisements,maps,books,andevengamesarerecommendedmaterials.Theselection,reproduction,andcollectionofmaterialsplaceaconsiderableburdenontheteacher.,Procedure,TheNaturalApproachadoptstechniquesandactivitiesfreelyfromvariousmethodsources,suchasTotalPhysicalResponse,SituationalLanguageteaching,CommunicativeLanguageTeachingandsoon.Itcanberegardedasinnovativeonlywithrespecttothepurposesforwhichthesemethodsarerecommendedandthewaystheyareused.,Conclusion,TheNaturalApproachbelongstoatraditionoflanguageteachingmethodsbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.Itsgreatestclaimtooriginalityliesnotinthetechni