The Natural Approach自然法教学文案.ppt

TheNaturalApproach ByZhangkun Majorcomponents BackgroundApproachDesignProcedureConclusion Background TheconceptwasproposedbyTracyTerrellin1977andelaboratedbyKrashenandTerrell scombinedstatementintheirbookTheNaturalApproach 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 TheoryoflearningTheapproachisgroundedonKrashen slanguageacquisitiontheory Krashen sMonitorModel Itconsistsoffivehypotheses Theacquisition learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis Theacquisition learninghypothesisAcquisitionandlearningaretwoindependentwaysofdevelopingL2ability Acquisitionisasubconsciousprocesswhichissimilartotheprocessoflearningone snativelanguagewhilelearningisaconsciousprocessinwhichthelearneronlyobtainsL2linguisticknowledge Learning accordingtoKrashen cannotleadtoacquisition ThemonitorhypothesisConsciousknowledgeobtainedthroughlearningcanonlybeusedtoserveasaneditorundertwoconditions thefirstconditionisthatthelearnermustbeconsciouslyconcernedwithaccuracyandthesecondconditionisthatthelearnermustknowtheruleconcerned ThenaturalorderhypothesisTheorderinwhichlearnersacquiretherulesoflanguageispredictablebutitdoesneitherdependontheperceivedformalcomplexitiesnorthesequenceofteaching TheinputhypothesisL2languageproficiencydevelopswhenthelearnerisexposedtosufficientcomprehensibleinputwhichisabitbeyondthelearner scurrentlevelofcompetence 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 Itsgreatestclaimtooriginalityliesnotinthetechniquesitemploysbutintheiruseina