Lecture 7 The Natural Approach.ppt

1、Lecture 7 The Natural Approach,The Natural Approach is an approach proposed by Krashen and Terrell to develop teaching principles which emphasize natural communication rather than formal grammar study and are tolerant of learners errors. It pays particular attention to the informal acquisition of la

2、nguage rules. The core of the Natural Approach is language acquisition which is considered a subconscious process, dependent on two factors: the amount of comprehensible input the students get, and the strength of their affective filters, that is, the amount of input the students “allow in.”,Backgro

3、und 1) Developed in 1977 by Tracy Terrell in the USA 2) Stephen Krashen and his theory of SLA 3) The Natural Approach by Krashen and Terrell 4) A reaction to Grammar-Translation Method,Theoretical Basis Theory of language 1) Communication as the primary function of language 2) Not necessary to analy

4、ze grammatical structure 3) Rules automatically provided in the input 4) Emphasis on meaning 5) Importance of vocabulary,Theory of learning 1) Krashens Monitor Model of Second language development 2) Two distinct processes 3) The five hypotheses of this model (1) The acquisition-learning hypotheses

5、(2) The monitor hypothesis (3) The natural order hypothesis,(4) The input hypothesis 4 main issues: The input hypothesis relates to acquisition, not to learning People acquire language best by understanding input i + 1 The ability to speak fluently can not be taught, it “merges”. Enough comprehensio

6、n input provides i + 1 automatically,(5) The affective filter hypothesis 3 affective variables: motivation self-confidence anxiety,Basic Principles Main features 1) Language is best taught when it is being used to transmit messages. 2) Implications for classroom practice: (1) Whatever helps comprehe

7、nsion is important. (2) More vocabulary means more comprehension and more acquisition. (3) Students must understand the massage. (4) Classroom with interesting input may be a good place for SLA.,3) Guidelines for classroom practice: (1) The goal is communication skills. (2) Comprehension precedes pr

8、oduction. (3) Production emerges. (4) Acqusition activities are essential. (5) Lower the affective filter.,4) Characteristics of classroom teaching: (1) Class time is devoted primarily to providing input for acquisition. (2) The teacher speaks only the target language. (3) Students may use either fi

9、rst or second language. (4) Errors should not be corrected in the process of communication. (5) Homework may include grammar work and errors should be corrected. (6) The goals are to enable students to talk about ideas and to perform tasks.,5) The role of learners: (1) a processor of comprehensible

10、input (2) deciding when, what and how to speak (3) different roles at different stages of their linguistic development 6) The role of teacher (1) the primary source of comprehensible input (2) to create a classroom atmosphere suitable for learning (3) to choose and use a variety of classroom activit

11、ies,7) The role of testing (1) to motivate students to prepare for tests by obtaining more comprehensible input (2) to motivate teachers to supply more comprehensible input,Objectives The objectives of language teaching are: (1) to develop communicative skills, both oral and written, for students; (

12、2) to enable students to function adequately in the target language; (3) to enable students to make their meaning clear; (4) to enable students to use “contextual inferencing” strategies; (5) to help students to understand goals in terms of situations, functions and topics.,Techniques 1) Acquisition

13、 activities: (1) affective-humanistic: open-dialogue interviews personal information (2) problem-solving: tasks charts graphics, maps, etc.,(3) games: discussion action contest guesses (4) content: slide shows panels reports presentations lectures,(5) learning exercises: random volunteered group res

14、ponses direct correction of errors of meaning expansion and reformation to errors of form commands to direct behavior providing appropriate texts and reasons for reading.,Procedures 1) Pre-production stage: (1) The teacher gives commands to students. (2) Students respond physically. 2) Production st

15、age: (1) The teacher talks on pictures. (2) Students respond using simple answers (to develop production). (3) Students fill slots of: open-ended sentences; open dialogues (4) Students do conversational review.,Summary and Comments Advantages: 1) Classroom consisting acquisition activities can be an

16、 excellent environment for beginners. 2) The teacher creates speeches which enable students to interact using the target language. 3) Students are not forced to respond in the target language immediately.,4) Students interact in meaningful situations at their own level. 5) The teacher knows students needs and concentrates on appropriate and useful areas. 6) Comprehensible and meaningful practice activities are emphasizes.,Disadvantages: 1) It ignores many factors essential in second language course design. 2) It simply borrows techniques from other methods. 3) There is nothing novel about i