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The natural approach is based on the communicative view of language. The communicative vision emphasizes that the language is composed of different parts that can be understood, it normally uses the way in which the student learns in a way in which it is not necessary to have to put him/her in a formative process where traditional methods are used where evaluations or tasks are done, but rather it is an approach where each student learns at his/her own pace, some of them being faster than others.

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As a teacher I would teach with the Natural Approach, I would introduce translation exercises at the beginning of the class so that students can translate from their native language into the language they are learning. Since beginner students are still thinking in their native language, it makes sense for them to first master the skill of translation before developing the ability to think fully in the target language and to be able to apply other methodologies based on this approach to facilitate the training process.

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The natural approach: advantages and disadvantages

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The natural approach: advantages and disadvantages

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The main advantage of the Natural Approach in the classroom is that it recognizes a difference between learning a language unconsciously, as children do, and learning a language consciously, as in a formal language school where the grammatical rules of the language we are studying are learned and applied. The Natural Approach is also advantageous in the classroom because we can apply the Natural Order hypothesis; by teaching grammatical structures in a predictable order, language learners will grasp increasingly complex grammatical concepts as they internalize the language and, over time, acquire a context for memorization and proper placement of lexical items where learners will find it easier to understand a new language. The Natural Approach is advantageous because it considers the motivation and emotional state of language learners as a central part of their language education.

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The authors of the Natural Approach, Terrell and Krashen leave the term "unconscious learning" ambiguous. According to McLaughlin, Krashen incompletely defines "acquisition," "learning," "conscious," and "subconscious," making it difficult to determine whether learners are "learning" or "acquiring" the language they have set out to master, The Natural Approach may be too slow a process for language learners who are already grammar-savvy. For these people, it may be much faster to learn the target language by studying dictionaries and grammar books prior to immersion in this approach, but it is still a method in which each student oversees his or her own learning at his or her own pace.

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The structuralist approach of teaching follows a rigid structure to help children understand and retain important information. The process can work for almost any subject, but you need to plan your lessons carefully to ensure the best reception. Plan your lessons to flow in story form rather than scheduling erratic lectures to impart knowledge.

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The natural structural: advantages and disadvantages

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The natural structural: advantages and disadvantages

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Teaching with the structuralist method helps children digest the information slowly rather than giving them a general overview of the entire subject. It is like taking small bites of a big meal. You can have the opportunity to taste and appreciate each dish separately without finding the table cluttered with food, which confuses the palate. If you begin by giving students information about a topic in a very broad manner, they can become confused and are likely to become frustrated with the learning process. The structuralist method helps solve the problem by developing instruction in small, mentally digestible units that a teacher can build upon as children begin to understand unit after unit.

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The structuralist approach puts a lot of faith in students' memory. Unfortunately, the best student can forget facts acquired at the beginning of the school year. A fundamental part of the method is relating new information to previous information. This makes it difficult to relate the information you gave to previous information from the lesson. Another drawback is that some students do not learn well with this method of teaching. Some students need less rigid and more creative methods to absorb the information.

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As a teacher, memorization applies since this method requires you to repeat the activities to ensure that students retain the information. this is usually accomplished by motivating them to take notes and study, giving quizzes and reviewing lectures. Ask students questions in class about the information you gave. Review previous lessons often to keep the information fresh in the minds of your students, thus making sure that all of the content that is necessary for students to know

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is an educational approach whose emphasis is on helping learners to use a language other than their mother tongue in a variety of contexts, with the learning of the functions of the language being of great relevance. The objective of this didactic model is to enable the second language learner to be able to produce real communication, both oral and written, with other speakers of that foreign language. To meet this objective, teachers of a foreign language, for example, English, will use texts, recordings and various materials to carry out activities that seek to imitate as closely as possible situations that the learner may experience outside the classroom.

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Advantages of the communicative approach

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Advantages of the communicative approach

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To promote the communicative skills of the students.

Increase motivation for language learning.

Develop social skills, improve self-esteem, and group cohesion by working as a team to advance learning.

To enable the student to use that second language in a communicative environment.

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As teachers of English as a foreign language, the main task will be to coordinate and stimulate the learning of this foreign language. To do this, we will have to analyze the needs of the students, know where they are in their learning process and ensure that the activities and projects we propose generate a safe communication environment in which students are not afraid of making mistakes and feel confident when using the language they are learning, so that the group can advance in their learning.

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As teachers It is best to do it little and often. Whenever we find a suitable lesson, we can present it to the class. Whatever vocabulary recording system we ask students to use, do the same with your lexical chunks. making sure we keep track of the lexical chunks we have introduced in each class and making sure we use them in context whenever we can. Even when teaching "how are you?" to younger learners, hopefully we don't break the sentence down into its grammatical components and explain them, but simply tell them what it means, when it is important to explain the various grammatical components.

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The lexical approach identifies the lexicon as the basis of language and focuses on the principle that language is made up of grammaticalized lexis. in second language acquisition, from an educational point of view, the lexical approach consists of the ability to understand and produce lexical phrases as unanalyzed entities (chunks).

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It develops learner’s proficiency with lexis or words and words combinations

Central to the lexical approach is the focus on teaching real English and a shift away from the artificial language found in ELT textbook and which is drawn from the intuition of textbook designers.

Emphasis is on successful communication, not grammatical mastery.

Language is not learnt by learning individual sounds and structures and then combining them, but by an increasing ability to break down wholes into parts

Lexical approach advocates argue that language consists of meaningful chunks that, when combined, produce continuous coherent text, and only a minority of spoken sentences are entirely novel creations.

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Language cannot be simply divided into different units in real life.

Some topics that are traditionally considered advanced can actually be taught at much lower levels

Teachers and learners need training in using computational tools to analyse data received from technological corpora

It still needs to be demonstrated how a lexically based theory of language and language learning can be applied at the levels of design and procedure in language teaching, suggesting that it is still an idea in search of an approach and a methodology