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Puying Peng
Introduction
The natural approach, published in 1983, developed by Terrell and Krashen is one
of the second language learning acquisition methods, which had a wide influence in
teaching language in the USA and all around the world. Main features and application
Background
Terrell worked with Krashen to further develop the theoretical aspects of the method.
Terrell and Krashen published the results of their collaboration in the 1983 book The
and Tracy Terrell in the late 1970s and early 1980s and based on Krashen's theory of
communication. Learning process in which conscious rules about the language are
developed. Requires formal teaching and does not lead to formal teaching.
editor that checks and repairs the output of the acquired system. Conditions to
morphemes are acquired before others. Errors are signs of naturalistic developmental
processes.
input that is slightly above their exposed to input that is slightly above their current
level of competence (i+1 formula). Clues that based on situation, context, and extra
learner’s emotional state as a FILTER that passes, impedes or blocks the INPUT
Definition
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
Features
1. Naturally.
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It can help second language learners learning naturally. The learners will be
able to product and pick up the grammar by themselves when they are ready. Come
can take place only when people understand messages in the target language”
1. Curriculum design
According to Terrell and Krashen, the teaching through output natural stages is:
1. Yes or no response;
2. Class Activities
Pointing, handing objects, writing or drawing, standing, walking, sitting down for
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advanced learners: like listening and reading tasks that learners order pictures, follow
3. Techniques
Using like TPR, pictures, slides, body language, audio-visual aids (video).
So, the Natural Approach adopts techniques and activities from different sources
Merits:
acquire language by teacher naturally input without correction and pressure anxiety.
Reliable as it can be widely used. Especially the teacher input part, which can be
Demerits:
May limited classroom in its ability to be interesting and engage all students. It is
teacher centered in the language input part, teacher’s classroom setting, and
who has already acquired enough basic communication skills may need more
The method rarely concerns about correctness. It may take second language
learners a lot of time to realize and correct the errors by themselves. In addition,
without correction the errors may end to serious misunderstand and failed
communication.
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Objectives:
你喜欢…? ”.
interesting or hobbies.
Conclusion
teach. It is always delivering a language in target language and focus on listening and
utterances and sentences. It can be widely use in novice low and young second
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References
DHORITY, LYNN (1991). THE ACT APPROACH: THE USE OF SUGGESTION FOR