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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,The Natural Approach,Background,Approach,Design,Procedure,Conclusion,Theory of language,Theory of learning,Objectives,The syllabus,Types of activities,Learner roles,Teacher roles,The role of instructional materials,The Natural Approach,Outline,Part I:,Background,The Natural Approach,Proposed by Tracy Terrell in 1977,Incorporate the naturalistic principles,Attract a wider interest than some other innovative language teaching proposals,Part I:,Background,Krashen and Terrell identified the Natural Approach with“traditional”approach to language teaching.,Traditional Approach is defined as“based on the use of language in communicative situations without recourse to the native language”.,Part I:,Background,The,natural approach,shares many features with the,direct method,(,natural method,).,Both are based on the idea of enabling,naturalistic language acquisition,in the language classroom;,The natural approach,puts less emphasis on practice,and,more on exposure,to language,input,and on reducing learners anxiety.,Part I:,Background,In direct method,there are a series of,monologues,by the teacher.,In natural approach,An emphasis on,exposure or input,.,Optimizing,emotional preparedness,for learning.,A,prolonged period of attention,.,A,willingness,to use materials as a resource of comprehensible input.,Part:,Approach,Theory of language,Theory of learning,the acquisition/learning hypothesis,the monitor hypothesis,the natural order hypothesis,the input hypothesis,the affective filter hypothesis,Theory of language,Krashen and Terrell see,communication,as the primary function of language.,The importance of,vocabulary,is stressed.,A mastery of structures by,stages,.(the formula“I+1”),Grammatical structure does not require explicit analysis.,Theory of learning,The Five Hypothesis:,the acquisition/learning hypothesis,the monitor hypothesis,the natural order hypothesis,the input hypothesis,the affective filter hypothesis,unconscious,process,conscious,process,the way,children,learn the language,the way,adults,learn the language,meaning,focused,grammar,（,form,）,focused,though understanding language and using language for,meaningful communication,though formal teaching and,correction of errors,the acquisition/learning hypothesis,The acquired linguistic system initiates utterances when we communicate in a second or foreign language.,the monitor hypothesis,Three conditions limit the successful use of the monitor:,Time,Focus on form,Knowledge of rules,the monitor hypothesis,A,predictable order,.,Certain grammatical structures are acquired,before others,.,Errors are signs of naturalistic developmental processes,during acquisition,similar developmental errors,occur in learners.,the natural order hypothesis,the input hypothesis,In order for acquirers to process to the next stage,input language that includes a structure that,is part of the next stage,.,Krashen refers to this with the formula“I+1”,(e.g.,input that contains structures slightly above the learners present level).,the input hypothesis,It explains the relationship between,the input,and language,acquisition,.,1.Relate to,acquisition,not to learning,2.Acquire language best by understanding input that is,slightly beyond their current level,.,3.,Speaking fluency,emerges,over time.,4.If there is sufficient quantity of comprehensible input,+1 will usually be provided,automatically,.,the affective filter hypothesis,Learners,emotional state or attitude,as an adjustable filter that,freely passes,impedes or blocks,input necessary to acquisition.,the affective filter hypothesis,Children,weak affective filter,low self consciousness,emotional fragility and high self image,Adults,strong affective filter,high self consciousness,emotional fragility and low self image,Three kinds of affective variables related to second language acquisition:,Motivation,Self-confidence,Anxiety,Implications for language teaching,As much comprehensible input as possible must be presented.,Whatever helps comprehension is important.,The focus in the classroom should be on listening and reading;speaking should be allowed to“emerge”,To lower the affective filter,student work should center on meaningful communication rather than on form;input should be interesting and so contribute to a relaxed classroom atmosphere.,Part III Design,1.,Objectives,2.The Syllabus,3.Types of Learning and Teaching Activities,4.Learner Roles,5.Teacher Roles,6.The Role of Instructional Materials,Objectives,F,unction adequately in the target situation,U,nderstand the speaker of the target,language,C,onvey their requests and ideas,Make the meaning clear,The syllabus,First,the Natural Approach is primarily designed to develop basic,communication skills,both,oral,and,written,;,1.Basic personal communication skills:oral,2.Basic personal communication skills:written,3.Academic learning skills:oral,4.Academic learning skills:written,“the purpose of a language course will vary according to,the needs of th
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