1. *BY
STEPHEN KRASHEN AND
TRACY TERRELL

2. * Main representatives:
Tracy Terrel and Stephen Krashen
The Natural aproach is based on the second
language acquisition theory developed by
Krashen.

3. COMMUNICATI
ON as the
primary
function of
language
Primacy of
MEANING
Teaching without
reference to
grammatical analysis
Emphasis on EXPOSURE,or
INPUT, rather than on
practice
Natural
Approach
Importance of
VOCABULARY
Use of language in
communicative situations
without recourse to the native
language.
Central role of
COMPREHENSION

4. *Theory of learning
*Acquisition: is the natural way
Subconscious process.Meaningful
communication.
*Learning: conscious process in which
conscious rules about the language are
developeed. Require language teaching.

5. * 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
Three conditions limit the
Three conditions limit the
successful use of the monitor
successful use of the monitor
Time
Focus on
form
Knowledge
of rules

6. Gramatical estructures are
acquired in a predictible
order and it does little
good to try to learn them
in another order.

7. Three kinds of affective or attitudinal were
identified:
1.Motivation: learners with high motivation
generally do better.
2.Self-confident: learners with selfconfidence and a good self-image tend to
be more successful.
3.Anxiety: Low personal anxiety and low
classroom anxiety are more conducive to
second language acquisition.

10. First point of view:
1. Basic personal communication skills :oral(e.g., listening to
announcements in public places)
2. Basic personal communication skills :written(e.g., reading and
writing personal letters)
3. Academic learning skills :oral(e.g.. listening to a lecture)
4. Academic learning skills :written(e.g., taking notes in class)
Second point of view:
The purpose of a language course will vary according to the needs of the
students and their interests

11. 
Comprehensible input is presented in the target language,
using techniques such as:
 Commands-based activities from Total Physical Response,
Direct Method activities in which mime, gestures, and
context are used to elicit questions and answers. Group work
activities similar to communicative language teaching

12. * Pre-production stage: students participate in
the language activity without having repond.
* Early-production stage: students repond
questions, use single words and short phrases.
* Speech-emergent phase: students involve
themselves in role plays, games.

13. 1- Provide information about their specific goals.
2.-Take an active role in ensuring comprehensible input.
3- Decide when to start producing speech and when to upgrade it.
4- Where learning exercises are to be a part of the program.

14. *
The primary source of comprehensible input in the target language.
*
The creator who creates a classroom atmosphere that is interesting,
friendly and in which there is a low affective filter
for learning.
*
The organizer who choose and orchestrate a rich mix
of classroom activities, involving a variety of group size, content,
and contexts

15. * Make classroom activities as meaningful as
possible and promote comprehension and
communication.
* Materials come from the world of realia rather
than from textbooks.

16. * A schedule

17. *Brochures

18. * Advertisements

19. * Maps

20. * The Natural Apprach is based on observation
an interpretation of how learners acquire both
first and second language in non formal
settings.
* It focus on comprhension and meaningful
communication.
Silvina Rojo, Ana Cornero 2° year