NATURAL APPROACH

BACKGROUND

In 1977, Tracy Terrell, a teacher of Spanish in California and Stephen Krashen, an applied linguist at the University of Southern California identified the Natural Approach with what they call “traditional” approaches to language teaching as based on the use of language in communicative situations without recourse to the native language. It is believed to conform to the naturalistic principles found I successful second language acquisition.


APPROACH

A. Theory of language
The Natural Approach “is similar to other communicative approaches being developed today”. What Krashen and Terrell do describe about the nature of language emphasizes the primacy of meaning. Language is viewed as vehicle for communicating meanings and messages. They state that “acquisition can take place only when people understand messages in the target language”. Then with a view of language that consist of lexical items, structures and messages. Obviously, there is no particular novelty in this fea as such, except that message are considered of primary importance of The Natural Approach.
B. Theory of learning
Krashen and Terrell make continuing reference to the theoretical and research base claimed to underlie the natural approach.
1. The Acquisition/learning hypothesis
It claims that there are two distinctive ways of developing competence in a second or foreign language. Acquisition refers to unconscious process that involve the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning by contrast refers to a process in which conscious rules about a language are developed.
2. The monitor hypothesis
It claims that we may call upon learned knowledge to correct ourselves when we communicate, but conscious learning (i.e. the learned system) has only this function are Time, Focus on form, and knowledge of rules.
3. The Natural Order Hypothesis
It claims that the acquisition of grammatical structures proceeds in a predictable order.
4. The Input Hypothesis
It claims to explain the relationship between what the learner is exposed to of a language (the input) and language acquisition. It involves four main issues:
a. The hypothesis relates to acquisition, and not to learning
b. People acquire language best by understanding input that is slightly beyond their current level of competence
c. The ability to speak fluently cannot be taught directly, rather it “emerges” independently in time, after the acquirer has built up linguistic competence by understanding input
d. If there is sufficient quantity of comprehensible input, I + 1 will usually be provided automatically.
5. The Effective Filter Hypothesis
Three kinds of affective or attitudinal variables related to second language acquisition are Motivation, Self-confident, and Anxiety.
These five hypothesis have obvious implications for language teaching:
a. as much comprehensible input as possible must be presented
b. whatever helps comprehension is important
c. the focus in the classroom should be on listening and reading; speaking should be allowed to “emerge”
d. in oreder to lower the effective filter, student work should center on meaningful communication rather than on form
e. input should be interesting and so contribute to a relaxed classroom atmosphere

DESIGN

A. Objectives
The Natural Approach “is for beginners and is designed to help them become intermediate”
However, since it is offered as a general set of principles applicable to a wide variety of situations, as in Communicative Language Teaching, specific objectives depend on learner needs and the skills (reading, writing, listening, or speaking) and level being taught.
B. The Syllabus
Krashen and Terrell (1983) approach course organization from two point of view:
1. First, they list some typical goals for language courses and suggest which of these goals are the ones at which the Natural Approach aims. They list such goals under four areas:
- Basic personal communication skills: oral e.g. listening to announcement in public place)
- Basic personal communication skills: written (e.g. reading and writing personal letter)
- Academic learning skills: oral (e.g., listening to lecturer)
- Academic learning skills: written ( e.g., taking notes in clas)
2. Second pont of view holds that “the purpose of a language course will vary according to the needs of the students and their particular interest