natural aproach
TRANSCRIPT
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It refers to an unconscious process that involves the naturalistic
development of language proficiency through
understanding language and through using
language to meaningful communication.
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It refers to a process in which conscious rules about a language are developed. It results in
explicit knowledge about the forms of a language
and the ability to verbalize this knowledge.
Three conditions limit the successful use of the monitor
TimeFocus on
formKnowledge
of rules
The learning system performs the role of the
'monitor' or the 'editor'. Conscious learning can
function only as monitor or editor that checks and
repairs the output of the acquired system.
it is based on research findings, which
suggested that the acquisition of grammatical
structures follows a 'natural order' which is
predictable. Some grammatical structures are
acquired before others for instance, the present
tense is acquired before the past tense.
The
relationship
between
what the
learner is
exposed to
of a
language
(the input)
and
language
acquisition.
The hypothesis relates to acquisition and not to learning.
The learner improves
when he/she receives
second language
'input' that is one step
beyond his/her current
stage of linguistic
competence.
The ability to speak fluently cannot be taught directly; rather, it “emerges” after s/he has built up linguistic competence by understanding input.
People acquire language best by
being exposed to input that is slightly above their current level of
competence.
Four main issues
Krashen considers the learner’s emotional state or
attitudes as an adjustable filter that passes, impedes or
blocks the input necessary to acquisition. A low affective
filter is desirable, since it impedes or block less of this
necessary input. There are three kinds of affective or
altitudinal variables. and.
Motivation
Self-confidence
Anxiety
The Natural Approach is for beginners and is designed to help them become intermediates.
It has the expectation that students will be able to function adequately in the target language.
They should be able to make the meaning clear but not necessary be accurate in all details of
grammar.
It is important to communicate to learners what they can expect of a course as well as what
they should not expect.
• TPR (James Asher)
• Mimes, gestures, use of context.
• Group work activities.
• Whatever minimizes learner’s anxiety and
maximizes learner self-confidence.
Comprehensible input is presented in the target
language, using:
The language acquirer is seen as a processor of
comprehensible input. Learners’ roles are seen to
change according to their stage of linguistic
development.
Pre
-pro
du
ction s
tage
students participate in the language activity without having to respond in the target language.
Early-p
roduction s
tage
students respond to familiar questions, fixed conversation.
Spe
ech-e
merg
ent
phase
students involve themselves in role-play and games, and participate in group problem-solving.
• The teacher is primary source of
comprehensible input in the target
language
• The teacher creates a classroom atmosphere that is interesting, friendly and in which there is a low affective filter for learning.
• The teacher chooses a rich mix of classroom activities.
• The teacher is responsible for collecting materials and designing their use.