3. Background & Main Representatives
It was developed and published as a book by
Mr. Stephen Krashen and Mrs. Tracy Terrell in
1983.
Mr. Stephen Krashen is a famous linguist. He
is currently a professor at University of
Southern California.
Mrs. Tracy Terrell is an educational theorist
and a professor at University of California.
4. Background & History
Natural Approach
believes that adults
can still acquire
second languages. The
ability of language
acquisition does not
disappear as we grow
up.
Adults also acquire
language by following
the principles of
Universal Grammar.
5. Background & History
The different between adult and children acquisition
skill is that adults have two things to follow when
they learn foreign language: Acquisition and
learning. But, children only acquire the languages.
In the book, Mr. Krashen and Mrs. Terrell consider
their approach as a traditional method.
6. Theories
The Acquisition-Learning hypothesis
• The most basic steps of all in the Krashen’s theory.
• It’s the most well known among linguists and language
practitioners.
• The learner has two ways of learning the second
language, which are the acquired system and the learned
system.
7. Theories
The monitor hypothesis
• When the learner can check and correct language
output.
The Natural Order hypothesis
• When people acquire language by using grammatical
structures in a predictable order.
8. Theories
The input hypothesis
• The acquisition of language is in a predictable
order. Everybody have the same steps of
learning acquisition.
9. The Affective Filter hypothesis
• Three kinds of affective or attitudinal were
identified:
• Motivation: learners with high motivation generally
do better.
• Self-confident: learners with self-confidence and a
good self-image tend to be more successful.
• Anxiety: Low personal anxiety and low classroom
anxiety are more conducive to second language
acquisition.
10. Concept or definition
Is a language teaching approach which claims that
language learning is a reproduction of the way humans
naturally acquire their native language.
11. "traditional approach to language teaching [because it
is] based on the use of language in communicative
situations without recourse to the native language."
(Richards & Rodgers 2001: 178)
"language teaching methods based on observation
and interpretation of how learners acquire both first
and second languages in non-formal settings."
(Richards & Rodgers 2001: 190)
12. Basic Principles
"Focus of instruction is on communication rather than
its form.“
"Speech production comes slowly and is never forced.“
"Early speech goes through natural stages
(yes or no response, one- word answers, lists of words,
short phrases, complete sentences.)"
13. Objectives
• To help adults in learning the foreign language
naturally.
• The learner will be able to pick up the grammar by
themselves when they are ready.
14. Teacher´s role
• Act as an authority in the class
• Imitate the first language learning process
• Creatively instruct students to do activities that
benefit the language learning.
15. Learner´s role
• Pre-production stage: learners participate in the
language activity without having respond.
• Early-production stage: learners answer questions,
with single words and short phrases.
• Speech-emergent stage: learners involve themselves
in role plays, games and other activities.
16. The Role of Instructional Materials
• Make classroom activities as meaningful as possible
and promote comprehension and communication.
• The primary aim of materials is to promote
comprehension and com-munication.
• Pictures and other visual aids are essential, because
they supply the content for communication
• Materials come from the world of realia rather than
from textbooks.
17. In Class Activities
For beginners:
Pointing, handing objects, writing or drawing , standing,
walking, sitting down
For advanced learners:
Like listening and reading tasks that learners order
pictures, follow written instruction or maps.
18. Techniques
• Using inputs like pictures, objects
• Mime
• Body language
• Audio-visual aids
• Memorizing games
19. Strengths & Weaknesses
Strengths
• This method is very easy.
• Reliable as it’s widely used
• There’s no grammar instruction in this method.
Weaknesses
• It takes long time and learner can do only elementary
things.
• It does not suit for those who do not have much time.
• The method rarely concerns about correctness
20. Bibliography
• Richards, J ; Rodgers, T. “Approaches and Methods in
Language Teaching” 5th ed.1989. Melbourne.
Cambridge University Press
• Celce-Murcia, M. (1991). Language Teaching
Approaches. In M. Celce-Murcia (Ed.), Teaching
English as a Second or Foreign Language. (pp.3-10).
Boston, Massachusetts: Heinle & Heinle.
