The Natural Approach自然教学法

TheNaturalApproachGroupMembers:金亚美，孙占丽，赵婷婷，黄梅Background•NaturalApproach•proposedbyTracyTerrellin1977•Anattempttodevelopalanguageteachingproposalthatincorporatedthenaturalisticprinciples•AttractdawiderinterestthansomeotherinnovativelanguageteachingproposalsbecauseofitssupportbyKrashen•KrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching•TraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”•Thenaturalapproachsharesmanyfeatureswiththedirectmethod(itselfalsoknownasthenaturalmethod).•Botharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;•Differinthatthenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearners'anxiety.•Indirectmethod,thereareaseriesofmonologuesbytheteacherwithexchangesofQandAbetweentheinstructorandstudents.•Innaturalapproach,thereisanemphasisonexposureorinput,ratherthanpractice,optimizingemotionalpreparednessforlearning.2020/2/7PartⅡ:Approach--theoreticalbasisTheoryoflanguage1)Communicationastheprimaryfunctionoflanguageandemphasisonmeaning2)Theimportanceofvocabulary3)Notnecessarytoanalyzegrammaticalstructure&rulesautomaticallyprovidedintheinput.TheFiveHypothesis:(1)Theacquisition/learninghypothesis(2)Themonitorhypothesis(3)Thenaturalorderhypothesis(4)Theinputhypothesis(5)TheaffectivefilterhypothesisTheoryoflearningThenaturalapproachisbasedonanempiricallygroundedtheoryofsecondlanguageacquisition.(KrashenandTerrell1983)(1)theacquisition/learninghypothesesunconsciousprocessthewaychildrenlearnthelanguagemeaningfocusedthoughunderstandinglanguageandusinglanguageformeaningfulcommunicationconsciousprocessthewayadultslearnthelanguagegrammar(form)focusedthoughformalteachingandcorrectionoferrors(2)themonitorhypothesisTheacquiredlinguisticsysteminitiatesutteranceswhenwecommunicateinasecondorforeignlanguage.Consciouslearningcanfunctiononlyasamonitororeditorthatchecksandrepairstheoutputoftheacquiredsystem.TimeFocusonformKnowledgeofrulesSuccessfuluseofthemonitor(3)thenaturalorderhypothesisTheacquisitionofgrammaticalstructuresproceedsinapredictableorder.Acquirersofagivenlanguagetendtoacquirecertaingrammaticalstructuresearly,andotherslater.(4)theinputhypothesis:explaintherelationshipbetweenwhatthelearnerisexposedtoofalanguage(theinput)andlanguageacquisition.1.Relatestoacquisitionnottolearning2.Peopleacquirelanguagebestbyunderstandinginputbestthatisslightlybeyondtheircurrentlevelofcompetence.stageⅠstageⅠ+12020/2/7a)Justbeforetheexam,Carl’shandsshookandsweatedsomuchthathecouldnotholdapen.Hisheartbeatfastandhisstomachached,eventhoughheknewthesubjectverywell.Hereallyhadastrangephobiaabouttakingtests.b)Iamaresoluteman.OnceIsetupagoal,Iwon’tgiveitupeasily.c)Markgotonthemotorbike,Isatbehindhimonthepillion,andweroaredoffintothenight.3.Speakingfluencycannotbetaughtdirectly.Rather,itemergesovertime,onitsown4.Ifthereissufficientquantityofcomprehensibleinput,Ⅰ+1willusuallybeprovidedautomatically.utterancesthatthelearnerunderstandsbasedonthecontextinwhichtheyusedaswellasthelanguageinwhichtheyarephrased.(5)theaffectivefilterhypothesisLearner’semotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.Threekindsofaffectivevariables:MotivationSelf-confidenceAnxietyThe“affectivefilter”actstopreventinputfrombeingusedforlanguageacquisition.Theacquirerwithalowaffectivefilterseekandreceivemoreinput,interactwithconfidence,andaremorereceptivetotheinputtheyreceive.Implicationsforlanguageteaching.1.asmuchcomprehensibleinputaspossiblemustbepresented.2.whateverhelpscomprehensionisimportant.3.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”4.Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.DESIGNObjectivesTheSyllabusTypesofLearningandTeachingActivitiesLearnerRolesTeacherRolesTheRoleofInstructionalMaterialTheExampleofDesignKristine,astudentfromChina,willstartherundergraduatestudyinBritainintwomonths.ShehaslearntEnglishinChinafor9yearswithagoodmasterofEnglishgrammarbutherspokenEnglishisnotgoodenoughtohelphersmoothlycommunicatewithnativespeakers,soshetookacoursetotrainherspokenEnglish.AndthiscourseisconductedwiththeNaturalApproach.OBJECTIVESTheExpectationoftheNaturalApproach——functionadequatelyinthetargetsituationunderstandthespeakerofthetargetlanguageconveytheirrequestsandideasSpecificobjectivesdependonlearnerneedsandtheskillandlevelbeingtaught.Itisimportanttocommunicatetolearnerswhattheycanexpectofacourseaswellaswhattheyshouldnotexpect.ObjectivesAfterthestudyofthiscourse,learnerswillbeableto:a.getaroundinEnglishb.communicatewithamonolingualnativespeakerofEnglishwithoutdifficultyc.knowenoughEnglishtocontinuetoimprovespokenEnglishontheirownTHESYLLABUSKrashenandTerrellapproachcourseorganizationfromtwopointsofview.First,theNaturalApproachisprimarilydesignedtodevelopbasicc