Natural Approach
[Link],
M.A & [Link] (Eng.), [Link].;[Link] & NET
Assistant Professor
Loyola College of Education,
Namchi
Introduction
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.
It emphasizes communication, and places decreased
importance on conscious grammar study.
Efforts are also made to make the learning environment as
stress-free as possible.
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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.
The natural approach shares many features
with the direct method (itself also known as
the "natural method")
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Both the natural approach and the direct
method are based on the idea of enabling
naturalistic language acquisition in the
language classroom; they differ in that the
natural approach puts less emphasis on
practice and more on exposure to language
input and on reducing learners' anxiety.
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Characteristics
The reproduction stage is the development
of listening comprehension skills.
The early production stage is usually
marked with errors as the student struggles
with the language. The teacher focuses on
meaning.
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The last stage is one of extending
production into longer stretches of
discourse involving more complex games,
role plays, open-ended dialogues, etc.
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Principles of the Natural
Approach
First principle of this method is that comprehension
comes first and then comes production, so it can be
said that listening comprehension precedes the
speaking abilities.
Our acquisition of target language will help us later
in the production of that specific language. When
the learner has come to understand messages it is
said that the acquisition process has taken place.
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The second general principle is that
Production is allowed to emerge in stages.
These stages typically consist of
1. Response of non verbal communication
2. They reply with one word or words
(Yes or no, you, me ,ok , house etc.)
3. Students begin to combine two or more
words ( paper on table, do not go etc. )
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[Link] their utterances they begin to use
more functional words ( I want to dance., Who
are you? , )
5. Sentences
6. Discourse
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Third Principle
The course syllabus consists of
communicative goals. Each activity of the
classroom should be arranged by topics rather
than grammatical rules.
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The fourth principle is that the possible activities
for a classroom should aim in lowering the affective
filter of students. These activities should be
arranged around interesting and meaningful content
for the students. The teacher attempts to lower
anxiety levels and facilitates a good communication
between him and the students, otherwise the
acquisition process will be impossible.
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Role of a Teacher
The Natural Approach teacher has three
central roles.
The teacher is the primary source of
comprehensible input in the target language.
“Class time is devoted primarily to providing
input for acquisition,” and the teacher is the
primary generator of that input.
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In this role the teacher is required to
generate a constant flow of language input
while providing a multiplicity of
nonlinguistic clues to assist students in
interpreting the input.
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Teacher creates a classroom atmosphere that is
interesting, friendly, and in which there is a low
affective filter for learning. This is achieved in
part through such
Natural Approach techniques as not demanding
speech from the students before they are ready
for it, not correcting student errors, and providing
subject matter of high interest to students.
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The teacher must choose a rich mix of class-room
activities, involving a variety of group sizes,
content, and contexts. The teacher is seen as
responsible for collecting materials and designing
their use. These materials, according to Krashen
andTerrell, are based not just on teacher
perceptions but on elicited student needs and
interests.
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Activities and
Material
Within a natural approach, emphasis is placed on comprehensible
input, meaningful communication and a relaxed classroom
atmosphere. “To minimize stress, learners are not required to say
anything until they feel ready, but they are expected to respond to
teacher commands and questions.” (Richards & Rodgers 2001:
185); familiar activities like command- based activities, situation-
based activities and group-work activities focus on, “providing
comprehensible input, minimizes learner anxiety, and maximizes
learner self-confidence.”
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Materials used in a natural approach classroom
aim at making activities and tasks as
meaningful as possible they foster
comprehension and communication. Authentic
materials, like brochures or maps, as well as
visual aids and games are used to facilitate
acquisition and to promote comprehension and
real communication.
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Advantages
Students not pressured to produce language until they are
ready.
Focus on vocabulary, particularly everyday language.
Employs engaging activities.
Students acquire the target language in a natural and easy
way.
Teaching materials are designed very well.
Students can acquire language from easy to difficult, from
simple to complex, and from concrete to abstract
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Disadvantages
Best for beginner learners but doesn't seem as effective for
more advanced students
Students produce language when they are ready - difficulty
moving forward for some
Students may use the target language fluently, but they
cannot use it accurately.
Teachers should collect various teaching aids and use them
appropriately.
Special teaching designs are necessary in this approach.
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