Language learning is an interactive process.
Stephen Krashen´s (1982) theories of second language acquisition.
Krashen’s work manifested “NATURAL APPROACH”.
in
the
The Natural Approach was aimed at the goal of a basic interpersonal communication skills, that is, everyday language situations, conversations, shopping, listening to the radio and the like.
The initial task of the teacher was to provide comprehensible input spoken language that is understandable to the learner or just a little beyond the learner’s level.
Natural Approach advocated the use of TPR activities at the beginning level of language learning when “Comprehensible input� is essential for triggering the acquisition of language.
The most controversial aspects of the Natural Approach were its “SILENT PERIOD” and its reliance on the notion of “comprehensible input”. The responsibility as a teacher is to choose the best of what others have experimented with, and to adapt those insights to your own situation.
From the beginning of a class taught according to the Natural Approach, emphasis is on presenting comprehensible input in the target language. Natural Approach is primarily "designed to develop basic communication skills. The goals of a Natural Approach class are based on an assessment of student needs.
The teacher talks slowly and distinctly, asking questions and eliciting one-word answers. Learners' roles are seen to change according to their stage of linguistic development and they are:
ď‚ž
ď‚ž
ď‚ž
Pre-production stage students "participate in the
language ac-tivity without having to respond in the target language" (Krashen and Terrell 1983: 76). For example, students can act out physical commands, identify student colleagues from teacher description, point to pictures, and so forth. Early-production stage, students respond to either-or questions, use single words and short phrases, fill in charts, and use fixed conver-sational patterns (e.g., How are you? What's your name?).
Speech-emergent phase, students involve themselves in
role play and games, contribute personal information and opinions, and partici-pate in group problem solving.
The Natural Approach teacher has three central roles: 1.
The teacher is the primary source of comprehensible input in the target language.
2.
teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning.
3. the teacher must choose and orchestrate a rich mix of class-room activities, involving a variety of group sizes, content, and contexts.
The Natural Approach has three stages, with various activities corresponding to each stage : 1. Comprehension (preproduction) a. Total Physical Response (= TPR) b. Answer with names—objects, students, pictures
2. Early speech production a. Yes-no questions b. Either-or questions c. One-word or two-word answers d. Open ended sentences e. Open dialogues f. Interviews
3. Speech emerges a. Games and recreational activities b. Content activities c. Humanistic-affective activities d. Information gap and problem-solving activities
ACTIVITIES: Interesting and stimulating variety of classroom activities, commands, games, Charts, pictures, pair or group work,