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The Natural Approach | Methods and Approaches of Language Teaching

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The Natural Approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.

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The natural approach enjoyed much popularity with language teachers, particularly with Spanish teachers in the United States.[4]Markee (1997) puts forward four reasons for the success of the method. First, he says that the method was simple to understand, despite the complex nature of the research involved. Second, it was also compatible with the knowledge about second-language acquisition at the time. Third, Krashen stressed that teachers should be free to try the method, and that it could go alongside their existing classroom practices. Finally, Krashen demonstrated the method to many teachers' groups, so that they could see how it would work in practice.[4]

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"Content (culture, subject matter, new information, reading, e.g. teacher tells interesting anecdote involving contrast between target and native culture.)"[11]

"Affective-humanistic (students' own ideas, opinions, experiences, e.g. students are asked to share personal preferences as to music, places to live, clothes, hair styles, etc.)"[11]

"Games [focus on using language to participate in the game, e.g. 20 questions: I, the teacher, am thinking of an object in this room. You, students, have twenty questions to guess the object. Typical questions: is it clothing? (yes) is it for a man or a woman? (woman) is it a skirt? (yes) is it brown? (yes) is it Ellen's skirt? (yes)]"[11]

"Problem solving (focus on using language to locate information, use information, etc., e.g. looking at this listing of films in the newspaper, and considering the different tastes and schedule needs in the group, which film would be appropriate for all of us to attend, and when?)"[11]

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In the early eighties, Krashen and Terrel developed the Natural Approach Method based on Terrel´s previous experiences teaching Spanish.In this method the naturalistic principles of learning a language are the key: "The use of language in communicative situations" . During this lesson you will be watching a video in which Natural Approach is the method used.

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"Focus of instruction is on communication rather than its form."[8]

"Speech production comes slowly and is never forced."[8]

"Early speech goes through natural stages (yes or no response, one- word answers, lists of words, short phrases, complete sentences.)"[8]

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1. Using only target language during lessons.
2.

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1. The acquisition-learning hypothesis. This states that there is a strict separation between conscious learning of language and subconscious acquisition of language, and that only acquisition can lead to fluent language use.[4]

2. The monitor hypothesis. This states that language knowledge that is consciously learned can only be used to monitor output, not to generate new language. Monitoring output requires learners to be focused on the rule and to have time to apply it.[4]

3. The input hypothesis. This states that language is acquired by exposure to comprehensible input at a level a little higher than that the learner can already understand. Krashen names this kind of input "i+1".[4]

4. The natural order hypothesis. This states that learners acquire the grammatical features of a language in a fixed order, and that this is not affected by instruction.[4]

5. The affective filter hypothesis. This states that learners must be relaxed and open to learning in order for language to be acquired. Learners who are nervous or distressed may not learn features in the input that more relaxed learners would pick up with little effort.[4]

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The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasises communication, and places decreased importance on conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.