The natural approach

PART 1: Watch the video and answer the questions

•         Who developed the theory?

Tracy Terell and Stephen Krashen developed the theory.

•         What is the language acquisition theory? Name 3 characteristics.

The language acquisition theory is developed by Krashen.

The native language should not be used in the classroom.

A lot of vocabulary should be exposed to the students.

•         Is the natural approach for adults?

No, it isn´t. The natural approach is for begginers.

•         What is the natural approach based on?

The natural approach is based on Language Acquisition Theory developed by Krashen.

•         Is grammar important?

Grammar isn’t important.

•         What is the most important thing in this approach?

The most important thing in this approach is the communication.

•         How must the practice activities be like?

The practice activities must be comprehensible and meaningful rather than production of     grammatical perfect sentences.

•         What are the principles of naturalistic learning?

The principles of naturalistic learning are the principles of naturalistic language learning                         in young children.

•         Language is viewed as a vehicle for …

communicate meanings and messages.

•         What is considered essential for reception and production of messages?

The vocabulary is considered essential for reception and production of messages.

Part 2: Krashen's language acquisition theory 

     It consists of five hypotheses. Watch the video and then match the hypothesis to the definitions.

    The acquisition-learning hypothesis      

     Make a distinction between acquisition and learning. Krashen defines acquisition as, "unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication." (Richards & Rodgers 2001: 181) Learning, on the other hand, is a conscious process in which rules of a language are developed; this process only occurs through formal teaching, and cannot lead to acquisition.

    The monitor hypothesis      

"The acquired system initiates a speaker's utterances and is responsible for spontaneous language use." (Lightbown & Spada 2006: 37) The learned system, by contrast, has the function of a, "monitor or editor that checks and repairs the output of the acquired system." (Richards & Rodgers 2001: 181) This monitor can, "either operate post-hoc in the form of self-correction or as a last minute change of plan just before production." (Gramley & Gramley 2008: 97) Moreover there are three conditions which have a limited effect on the success of the monitor: time, focus on form and correctness, and knowledge of rules.

     The natural order hypothesis  

     The acquisition of grammatical structures proceeds in a predictable order." (Richards & Rodgers 2001: 182) This natural order can be found in first language acquisition as well as in second language acquisition.

     The input hypothesis

     "Acquisition occurs when one is exposed to language that is comprehensible and that contains i+1."  (Lightbown & Spada 2006: 37) The "i" stands for the acquirer's current level of proficiency. He is able to move to a higher stage by understanding language containing "i+1" (where "+1" stands for language which is slightly beyond the acquirer's current level of competence).                  

    The affective filter hypothesis

States that there is an "affective filter" which can act as a, "barrier that prevents learners from acquiring language even when appropriate input is available." (Lightbown & Spada 2006: 37) With regard to second language acquisition affective variables can be attitudes or emotions like motivation, self-confidence and anxiety. A low affective filter is always desirable because a high affective filter, which can be found for example with anxious learners, "prevents acquisition from taking place." (Richards & Rodgers 2001: 183) Krashen also tried to explain variations in success in language acquisition with this hypothesis; in particular he used it to explain the advantages of children over adults regarding language acquisition.

PART 3: Recommendations for the classroom

         1. There should be plenty of comprehensible input.

         2. All that is important to help you understand. Visual aids are useful because exposure a wide variety of vocabulary.

         3. The focus on the classroom should be listening and reading. Speaking should be allowed to spontaneously generated.

         4. In order to lower the affective filter student work should focus on meaningful communication. The input should be interesting and so help create relaxed atmosphere.