THE NATURAL APPROACH

WHAT WE WILL TALK ABOUT

INTRODUCTION APPROACH DESIGN PROCEDURE

►History ►Theory of Language ►Objectives ► Technique

►Books ► Theory of Learning ► The Syllabus ► Resources

►Traditional Approach Language
►Learner & Teacher ► Activities and Excercises
►Natural Approach vs Roles
Natural Method
► The Roles of
Instructional Materials
 1.
INTRODUCTION
-by Ngan Linh-
 HISTORY

Spanish Teacher at the Applied Linguist at the

University of California University of Southern California
BOOKS

1983
✘ Part 1: Theoretical sections by Krashen
that outline his views on second language
acquisition

✘ Part 2: Sections on implementation and

classroom procedures by Terrell
 NATURAL APPROACH vs NATURAL METHOD

Both are: based on the idea of enabling naturalistic language acquisition in

the language classroom.

Natural Approach Natural Method

emphasis more on exposure to language emphasis more on teacher monologues,

input, rather than practice, and on direct repetition, formal questions and

reducing learners' anxiety. answers

 1.
APPROACH
- by Ngan Linh -
 THEORY OF LANGUAGE

✘ ‘Communication' as the main function of language

Communicative Approach

✘ The superiority of 'meaning' is emphasized

✘ Vocabulary is stress

✘ Language is viewed as a vehicle for communicating meaning and

messages.
 THEORY OF LEARNING LANGUAGE

1. The Acquisition-Learning Hypothesis

✘ Acquisition: an unconscious process that involves the naturalistic

development of language proficiency

✘ Learning: a process in which conscious rules about a language are

developed

Learning CANNOT lead to acquisition.

 THEORY OF LEARNING LANGUAGE

2. The Monitor Hypothesis

● Conscious learning functions as a monitor or editor that checks

and repairs the output of the acquired system.

● Three conditions for the successful use of the monitor:

■ Time
■ Focus on form
■ Knowledge of rules
 THEORY OF LEARNING LANGUAGE

3. The Natural Order Hypothesis

✘ The acquisition of grammatical structures proceeds in a

predictable order.

✘ Errors are signs of naturalistic developmental processes

 THEORY OF LEARNING LANGUAGE

4. The Input Hypothesis

► The hypothesis relates to ACQUISITION, and not to learning.

► People acquire language best by understanding input that is
SLIGHTLY BEYOND their current level of competence. ("I + 1")
► The ability to speak fluently CANNOT be taught directly.
► I + 1 will usually be provided automatically.
 THEORY OF LEARNING LANGUAGE

5. The Affective Filter Hypothesis

a barrier that prevents learners from acquiring language

motivation, self confidence, anxiety

keeping this filter as small as possible, in order to achieve

the best results
 2
DESIGN
-by Linh Chi-
 1. OBJECTIVES

FLUENCY > ACCURACY

Students will be able to function adequately in the target situation.

Specific objectives depend upon learner needs and the skills and level
taught

Communicate to learners what they CAN expect and

SHOULD NOT expect of a course
 SYLLABUS

1 2
List out some typical goals for the courses
and suggest which ones are amied at: “The purpose of a language course will
vary according to the needs of the
1. Basic personal communication skills: students and their particular interests"
oral
2. Basic personal communication skills:
written
3. Academic learning skills: oral
4. Academic learning skills: written
 SYLLABUS

student’s needs wide exposure

& interests + to vocabulary

+ +
a low affective NO focus on
filter + grammatical
structures
 LEARNER ROLE

changing according to
their stage of linguistic able to assign meaning
development to the input

not trying to learn a challenged by input that

language in the usual is slightly beyond his or
sense her current level
 TEACHER ROLE

• Generate a constant •Foster a friendly, relaxed • Collect materials

flow of input atmosphere
•Choose topic of high
interest • Organize the use of
• Provide a multiplicity •Not demand students to materials
of nonlinguistic clues perform before they are
ready
•NOT correct their errors

Provide Organize a rich

Create a low
comprehensible mix of classroom
affective filter
input activities
The role of instructional materials

✘To make classroom activities as meaningful

as possible

✘In form of: realia, pictures, visual aids,

scheldules, maps, ect. And games.

✘Is a burden for teachers

 3
PROCEDURE
-by Thao Khue-
 TECHNIQUE

STUDENTS ARE NOT REQUIRED TO PRODUCE THE

TARGET LANGUAGE UNTIL THEY FEEL
COMFORTABLE WITH COMPREHENSION

DIRECT CORRECTION OF SPEECH IS AVOIDED

VISUAL AIDS
PICTURES, REALIA, GESTURES,...
 ACTIVITIES AND EXERCISES

Speech
Compre- Early
Emergenc
hension Speech
e
 “
STEP 1:
COMPREHENSION

In the pre-production stage, students

"participate in the language activity without

having to respond in the target language"

-Krashen and Terrell 1983: 76

 STEP 1: COMPREHENSION

• Give commands

• Make use of students' names and descriptions

• Students response: act out physical commands,

identify classmates from teacher description, point to
pictures,..
 STEP 2: EARLY SPEECH

• Open sentence
• Yes/no questions
• Choice questions
• A single word or lists of words.
• Students’ response:

DIRECT CORRECTION OF SPEECH

 STEP 3: SPEECH EMERGENCE

• Content activities
• Humanistic-affective activities
• Games and recreation activities
• Information and problem-solving activities
 PROS
RELAXING

PRACTICAL

ENCOURAGING
INFORMATIVE
CONS
THANK YOU FOR YOUR ATTENTIO
 Our process is easy

first second last

 And tables to compare data

A B C

Yellow 10 20 7

Blue 30 15 10

Orange 5 24 16
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 Let’s review some concepts
Yellow
Is the color of gold, butter and ripe
lemons. In the spectrum of visible
light, yellow is found between green
and orange.
Yellow
Is the color of gold, butter and ripe
lemons. In the spectrum of visible
light, yellow is found between green
and orange.
Blue
Is the colour of the clear sky and the
deep sea. It is located between
violet and green on the optical
spectrum.
Blue
Is the colour of the clear sky and the
deep sea. It is located between
violet and green on the optical
spectrum.
Red
Is the color of blood, and because
of this it has historically been
associated with sacrifice, danger
and courage.
Red
Is the color of blood, and because
of this it has historically been
associated with sacrifice, danger
and courage.
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