英语教学法自然法TheNaturalApproach

TheNaturalApproach1/44

BackgroundApproachDesignProcedureConclusionTheoryoflanguageTheoryoflearningObjectivesThesyllabusTypesofactivitiesLearnerrolesTeacherrolesTheroleofinstructionalmaterialsTheNaturalApproachOutline2/44PartI:

Background

TheNaturalApproach

ProposedbyTracyTerrellin1977IncorporatethenaturalisticprinciplesAttractawiderinterestthansomeotherinnovativelanguageteachingproposals3/44

PartI:

BackgroundKrashenandTerrellidentifiedtheNaturalApproachwithtraditionalapproachtolanguageteaching.TraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”.4/44PartI:

Background

The

naturalapproachsharesmanyfeatureswiththe

directmethod(naturalmethod).Botharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;Thenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearners'anxiety.5/44PartI:

Background

Indirectmethod,thereareaseriesofmonologuesbytheteacher.Innaturalapproach①Anemphasisoninput.②Optimizingemotionalpreparednessforlearning.③Aprolongedperiodofattention.④Awillingnesstousematerialsasaresourceofcomprehensibleinput.6/44PartⅡ:

Approach

TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguage.Theimportanceofvocabularyisstressed.Amasteryofstructuresbystages.(theformula“I+1”)Grammaticalstructuredoesnotrequireexplicitanalysis.7/44

TheFiveHypothesis:①theacquisition/learninghypothesis②themonitorhypothesis③thenaturalorderhypothesis④theinputhypothesis⑤theaffectivefilterhypothesis

8/44unconsciousprocessconsciousprocessthewaychildrenlearnthelanguagethewayadultslearnthelanguagemeaningfocusedgrammar

（form）focusedthoughunderstandinglanguageandusinglanguageformeaningfulcommunicationthoughformalteachingandcorrectionoferrors①theacquisition/learninghypothesis

9/44Theacquiredlinguisticsysteminitiatesutteranceswhenwecommunicateinasecondorforeignlanguage.

②themonitorhypothesis10/44Threeconditionslimitthesuccessfuluseofthemonitor:

①Time②Focusonform③Knowledgeofrules②themonitorhypothesis11/44Apredictableorder.Certaingrammaticalstructuresareacquiredbeforeothers.Errorsaresignsofnaturalisticdevelopmentalprocesses,duringacquisition,similardevelopmentalerrorsoccurinlearners.

③thenaturalorderhypothesis12/44③thenaturalorderhypothesis

somerulestendingtocomeearlyandotherlate.Theorderdoesnotappeartobedeterminedsolely

byformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.13/44④theinputhypothesis

Inorderforacquirerstoprocesstothenextstage,inputlanguagethatincludesastructurethatispartofthenextstage.Krashenreferstothiswiththeformula“I+1”(e.g.,inputthatcontainsstructuresslightlyabovethelearner’spresentlevel).14/44④theinputhypothesisItexplainstherelationshipbetweentheinputandlanguageacquisition.1.Relatetoacquisitionnottolearning2.Acquirelanguagebestbyunderstandinginputthatisslightlybeyondtheircurrentlevel.3.

Speakingfluency"emerges"overtime.4.Ifthereissufficientquantityofcomprehensibleinput,Ⅰ+1willusuallybeprovidedautomatically.15/44⑤theaffectivefilterhypothesis

Learner’semotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.16/44⑤theaffectivefilterhypothesis

Childrenweakaffectivefilterlowselfconsciousness,emotionalfragilityandhighselfimageAdultsstrongaffectivefilterhighselfconsciousness,emotionalfragilityandlowselfimageThreekindsofaffectivevariablesrelatedtosecondlanguageacquisition:①Motivation②Self-confidence③Anxiety17/44ImplicationsforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.

18/441.Objectives2.TheSyllabus3.TypesofLearningandTeachingActivities4.LearnerRoles5.TeacherRoles6.TheRoleofInstructionalMaterials19/44Objectives

FunctionadequatelyinthetargetsituationUnderstandthespeakerofthetargetlanguageConveytheirrequestsandideasMakethemeaningclear20/44

First,theNaturalApproachisprimarily"designedtodevelopbasiccommunicationskills—bothoralandwritten";1.Basicpersonalcommunicationskills:oral2.Basicpersonalcommunicationskills:written3.Academiclearningskills:oral4.Academiclearningskills:written

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“thepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests”.◆Thegoalsarebasedonanassessmentofstudentneeds.◆Theteacherdeterminethesituationsinwhichthestudentsusethetargetlanguageandtopics.△Donotexpectstudentsacquireagroupofstructures△Donotorganizetheactivitiesaboutagrammaticalsyllabus.△Dealwithaparticularsetoftopicsinagivensituation.Thesyllabus22/44TypesofLearningandTeachingActivitiesPresentcomprehensibleinput;Focusonobjectsinclassroomandonthecontentofpictures；Minimizelearnerstressandanxiety;maximizelearnerself-confidence；Gradualprogression；Acquisitionactivities:focusonmeaningfulcommunication；Pairorgroupwork23/44

Learners‘rolesareseentochangeaccordingtotheirstageoflinguisticdevelopment.

Thepre-productionstage:

“Participateinthelanguageactivitywithouthavingtorespondinthetargetlanguage”.

Theearly-productionstage:

Respondtoeither-orquestions,usesinglewordsandshortphrases,fillinchartsandusefixedconversationalpatterns.

Thespeech-emergentphase:

Involveinroleplayandgames,contributepersonalinformationandopinions,andparticipateingroupproblemsolving.24/44TheNaturalApproachteacherhasthreecentralroles.First,theteacheristheprimarysourceofcomprehensibleinput.Second,theteachercreatesaclassroomarelaxatmosphere.Finally,theteachermustchooseandarrangearichmixofclassroomactivities.25/44Theroleofinstructionalmaterials

Theprimarygoalistomakeclassroomactivitiesasmeaningfulaspossible：◆

Bysupplying“theextralinguisticcontextthathelpstheacquirertounderstandandtherebytoacquire”.◆Byrelatingclassroomactivitiestotherealworld.◆Byfosteringrealcommunicationamongthelearners.

26/44Pre-productionstage:(1)Theteachergivescommandstostudents.(2)Studentsrespondphysically.Productionstage:(1)Theteachertalksonpictures.(2)Studentsrespondusingsimpleanswers(todevelopproduction)(3)Studentsfillslotsof:①open-endedsentences;②opendialogues(4)Studentsdoconversationalreview.27/44Open-endedsentences:

Inthisroomthereisa______.Iamwearinga________.Inmypursethereisa______.InmybedroomIhavea_____.AfterclassIwentto____.28/44Opendialogues:

1、___Whereareyougoing?___Tothe_______.___Whatfor?___To__________.

2、__Hi,mynameis_____.__Pleasedtomeetyou.I’m_______.___Areyoufrom__________?____Yes,(No,I’mfrom____.)29/44ExampleSincetheNaturalApproachteacherexpectsstudentstobeabletobeabletodealwithaparticularsetoftopicsinagivensituation,activitiesintheclassareorganizedinacommunicativeway.30/44ExampleFirststage:thepersonalidentificationstagePurpose:aimedprimarilyatloweringtheaffectivefilterbyputtingthestudentsintosituationsinwhichtheycangettoknoweachotherpersonally.How:Thestudentslearnhowtodescribethemselves,theirfamily,andtheirfriendsinthetargetlanguage.31/44ExampleSecondstage:consistsofgivingthestudentscomprehensibleinputaboutexperiencesandallowingforopportunitiestoengageinconversationsabouttheirownexperiences.Thirdstage:consistsofinputanddiscussions,concerningopinions.Studentsdiscusspoliticalissues,civilrights,family,andsoforth,andgainthecompetencetoexpresstheirownviews.32/44Thefollowingisanexampleofteachertalkbasedonpictures,whichincludesexamplesofallthosetechniquesforencouragingearlyproduction.Isthereawomaninthispicture?(Yes).Isthereamaninthispicture?(No).Isthewomanoldoryoung?(Young).Yes,she’syoung,butveryugly.(Classrespondsno,pretty).That’sright,sheisnotugly,sheispretty.Whatisshewearing?(Dress).Yes,she’swearingabluedress.Andwhatdoyouseebehindher?(Tree).Yes,therearetrees.Aretheytall?(Yes).Andbesideherisa_____(dog).Yes,alargedogisstandingtoherright.(Krashen&Terrell,1983:79)33/44TheNaturalApproachteachermayalsousechartsandadvertisementsintheirclass.Theyareregardedasgoodsourcesofstimuliforgivingcomprehensibleinputinthesinglewordstage;timetables,chartsofschoolsubjects,weeklyscheduleareusefulsources.Theteachercouldalsouseaformandhavestudentsintervieweachothertogetthedesiredinformationandfillouttherequiredinformationintheform.34/441.Theteachergivesacommandinthetargetlanguageandperformsitwiththestudents.2.Thestudentssaynothing.3.Theteachergivesthecommandsquitequickly.4.Theteachersitsdownandissuescommandstothevolunteers.35/445.Theteacherdirectsstudentsotherthanthevolunteers.6.Theteacherintroducesnewcommandsaftersheissatisfiedthatthefirstfewcommandshavebeenmastered.7.Theteacherchangestheorderofthecommands.8.Whenthestudentsmakeanerror,theteacherrepeatsthecommandswhileactingitout.36/449.Theteachergivesthestudentscommandstheyhaven’theardbefore.10.Theteacherwritesthecommandsontheblackboard.11.Afewweekslater,studentswhohaven’tspokenbeforegivecommandsasteacherdoes.37/44

◆Thisteachingmethodisbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.◆Focusoncomprehensionandmeaningfulcommunicationaswellastheprovisionoftherightkindsofcomprehensibleinput.◆Itsgreatestclaimtooriginalityliesintheemphasisofcomprehensibleandmeaningfulpracticeactivities.38/44PartVConclusion---Definition

ThenaturalApproachemphasizesnaturalcommunicationratherthanformalgrammarstudyandistoleranceoflearners’error.ThecoreoftheNaturalApproachislanguageacquisiti