The-Natural-Approach自然法教学讲解课件

TheNaturalApproachByZhangkunTheNaturalApproachMajorcomponentsBackgroundApproachDesignProcedureConclusionMajorcomponentsBackgroundBackgroundTheconceptwasproposedbyTracyTerrellin1977andelaboratedbyKrashenandTerrell’scombinedstatementintheirbookTheNaturalApproach,publishedin1983.ItisdifferentfromNaturalMethodwhichby1900hadbecomeknownasDirectMethod.TheybothconformtonaturalisticprinciplesbutNaturalApproachplacesmoreemphasisoncomprehensibleinput.BackgroundTheconceptwaspro

这里的自然法不是指19世纪出现的自然法，那时的自然法是直接法的前身，与语法-翻译法相对应，强调口语教学。这里的自然法是指70年代后期在美国出现的自然法，代表人物是克拉申（StephenKrashen)和泰勒尔（TracyTerrell)。自然法的指导思想是克拉申的语言习得理论，这种理论重视自然的交际，强调非正式的习得，而不注重形式语法的分析。这里的自然法不是指19世纪出现的自然法，那时的

Approach

TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandrefertotheNaturalApproachasanexampleofacommunicativeapproach.Approach

TheoryoflanguTheyemphasizetheprimacyofmeaningandviewlanguageasavehicleforcommunicatingmeaningsandmessages.Acquisitioncantakeplaceonlywhenpeopleunderstandmessagesinthetargetlanguage.The-Natural-Approach自然法教学讲解课件Krashen和Terrell认为语言最主要的功能是沟通，它是传递信息与意义的工具，唯有了解了目的语所要传达的信息后，习得才会发生。自然法也被看作是交际法的一个例证。Krashen和Terrell认为语言最主要的功能是沟通，它

TheoryoflearningTheapproachisgroundedonKrashen’slanguageacquisitiontheory--Krashen’sMonitorModel.Itconsistsoffivehypotheses.Theacquisition/learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesisTheoryoflearningThe-Natural-Approach自然法教学讲解课件Theacquisition/learninghypothesisAcquisitionandlearningaretwoindependentwaysofdevelopingL2ability.Acquisitionisasubconsciousprocesswhichissimilartotheprocessoflearningone’snativelanguagewhilelearningisaconsciousprocessinwhichthelearneronlyobtainsL2linguisticknowledge.Learning,accordingtoKrashen,cannotleadtoacquisition.Theacquisition/learninghyThemonitorhypothesisConsciousknowledgeobtainedthroughlearningcanonlybeusedtoserveasaneditorundertwoconditions:thefirstconditionisthatthelearnermustbeconsciouslyconcernedwithaccuracyandthesecondconditionisthatthelearnermustknowtheruleconcerned.ThemonitorhypothesisThenaturalorderhypothesisTheorderinwhichlearnersacquiretherulesoflanguageispredictablebutitdoesneitherdependontheperceivedformalcomplexitiesnorthesequenceofteaching.ThenaturalorderhypothesiTheinputhypothesisL2languageproficiencydevelopswhenthelearnerisexposedtosufficientcomprehensibleinputwhichisabitbeyondthelearner’scurrentlevelofcompetence.TheinputhypothesisTheaffectivefilterhypothesisTheaffectivefilterisahypothesizedmentalbarrierwhichmaybeupordown.Whenthelearnerispoorlymotivatedandhasahighlevelofanxiety,thefilterisup,whichwillpreventtheinputfromreachingthelong-termmemory.TheaffectivefilterhypothTheimplicationsofthefivehypothesesforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”.Inordertolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.Theimplicationsofthefiv在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达的意思之后。尽可能增加可理解输入，调用一切有助于理解的手段，重视输入并推迟口头表达，以及创造放松环境以降低情感阻碍，这些方法都是建立在这个思想上的。在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达DesignObjectivesThenaturalapproachisforbeginnersandisdesignedtohelpthembecomeintermediates.SincetheNaturalApproachisofferedasageneralsetofprinciplesapplicabletoawidevarietyofsituations,specificobjectivesdependonlearnerneedsandtheskillandlevelbeingtaught.DesignObjectivesThesyllabusThepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests.Aswellasfittingtheneedsandinterestsofstudents,contentselectionshouldaimtocreatealowaffectivefilter,shouldprovideawideexposuretovocabularyandshouldresistanyfocusongrammaticalstructures.ThesyllabusTypesoflearningandteachingactivitiesTechniquesrecommendedbyKrashenandTerrellareoftenborrowedfromothermethodsandadaptedtomeettherequirementsofNaturalApproachtheory.ThereisnothingnovelabouttheproceduresandtechniquesadvocatedforusewiththeNaturalApproach.Whatcharacterizesitistheuseofthesetechniquesthatfocusonprovidingcomprehensibleinputandarelaxedclassroomenvironment.TypesoflearningandteachLearnerrolesLearnersareexpectedtoparticipateincommunicationactivitieswithotherlearners.Butcommunicationactivitiesfailtoprovidelearnerswithwell-formedandcomprehensibleinputattheI+1level.LearnerrolesTeacherrolesFirst,theteacheristheprimarysourceofcomprehensibleinputinthetargetlanguage.TheNaturalApproachdemandsamuchmorecenter-stagerolefortheteacherthandomanycontemporarycommunicativemethods.TeacherrolesSecond,theteachercreatesaclassroomatmospherethatisinteresting,friendly,andinwhichthereisalowaffectivefilterforlearning.ThisisachievedinpartthroughsuchNaturalApproachtechniquesasnotdemandingspeechfromthestudentsbeforetheyarereadyforit,notcorrectingstudentserrors,andprovidingsubjectmatterofhighinteresttostudents.Second,theteachercreatesaFinally,theteachermustchooseandorganizearichmixofclassroomactivities,involvingavarietyofgroupsizes,content,andcontexts.Finally,theteachermustchooTheroleofinstructionalmaterialsThegoalofmaterialsistomakeclassroomactivitiesasmeaningfulaspossibleandtopromotecomprehensionandcommunication.Pictures,schedules,advertisements,maps,books,andevengamesarerecommendedmaterials.Theselection,reproduction,andcollectionofmaterialsplaceaconsiderableburdenontheteacher.TheroleofinstructionalmaProcedureTheNaturalApproachadoptstechniquesandactivitiesfreelyfromvariousmethodsources,suchasTotalPhysicalResponse,SituationalLanguageteaching,CommunicativeLanguageTeachingandsoon.Itcanberegardedasinnovativeonlywithrespecttothepurposesforwhichthesemethodsarerecommendedandthewaystheyareused.ProcedureTheNaturalApproacConclusionTheNaturalApproachbelongstoatraditionoflanguageteachingmethodsbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.Itsgreatestclaimtooriginalityliesnotinthetechniquesitemploysbutintheiruseinamethodthatemphasizescomprehensibleandmeaningfulpracticeactivities.ConclusionTheNaturalApproa

缺点自然法适用于初学者，具有局限性。没有理论支撑。许多人认为克拉申提出的监察模式理论不具有可证伪性，因此不能称之为理论。此教学法的提出是在美国，对国外移民来说，那里有英语环境，英语作为“二语”（secondlanguage)可以“习得”，但对于我们来说，英语只是“外语”(foreignlanguage),自然法的实施环境不一样了，实践情况会不会不同？缺点Thankyou!The-Natural-Approach自然法教学讲解课件TheNaturalApproachByZhangkunTheNaturalApproachMajorcomponentsBackgroundApproachDesignProcedureConclusionMajorcomponentsBackgroundBackgroundTheconceptwasproposedbyTracyTerrellin1977andelaboratedbyKrashenandTerrell’scombinedstatementintheirbookTheNaturalApproach,publishedin1983.ItisdifferentfromNaturalMethodwhichby1900hadbecomeknownasDirectMethod.TheybothconformtonaturalisticprinciplesbutNaturalApproachplacesmoreemphasisoncomprehensibleinput.BackgroundTheconceptwaspro

这里的自然法不是指19世纪出现的自然法，那时的自然法是直接法的前身，与语法-翻译法相对应，强调口语教学。这里的自然法是指70年代后期在美国出现的自然法，代表人物是克拉申（StephenKrashen)和泰勒尔（TracyTerrell)。自然法的指导思想是克拉申的语言习得理论，这种理论重视自然的交际，强调非正式的习得，而不注重形式语法的分析。这里的自然法不是指19世纪出现的自然法，那时的

Approach

TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandrefertotheNaturalApproachasanexampleofacommunicativeapproach.Approach

TheoryoflanguTheyemphasizetheprimacyofmeaningandviewlanguageasavehicleforcommunicatingmeaningsandmessages.Acquisitioncantakeplaceonlywhenpeopleunderstandmessagesinthetargetlanguage.The-Natural-Approach自然法教学讲解课件Krashen和Terrell认为语言最主要的功能是沟通，它是传递信息与意义的工具，唯有了解了目的语所要传达的信息后，习得才会发生。自然法也被看作是交际法的一个例证。Krashen和Terrell认为语言最主要的功能是沟通，它

TheoryoflearningTheapproachisgroundedonKrashen’slanguageacquisitiontheory--Krashen’sMonitorModel.Itconsistsoffivehypotheses.Theacquisition/learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesisTheoryoflearningThe-Natural-Approach自然法教学讲解课件Theacquisition/learninghypothesisAcquisitionandlearningaretwoindependentwaysofdevelopingL2ability.Acquisitionisasubconsciousprocesswhichissimilartotheprocessoflearningone’snativelanguagewhilelearningisaconsciousprocessinwhichthelearneronlyobtainsL2linguisticknowledge.Learning,accordingtoKrashen,cannotleadtoacquisition.Theacquisition/learninghyThemonitorhypothesisConsciousknowledgeobtainedthroughlearningcanonlybeusedtoserveasaneditorundertwoconditions:thefirstconditionisthatthelearnermustbeconsciouslyconcernedwithaccuracyandthesecondconditionisthatthelearnermustknowtheruleconcerned.ThemonitorhypothesisThenaturalorderhypothesisTheorderinwhichlearnersacquiretherulesoflanguageispredictablebutitdoesneitherdependontheperceivedformalcomplexitiesnorthesequenceofteaching.ThenaturalorderhypothesiTheinputhypothesisL2languageproficiencydevelopswhenthelearnerisexposedtosufficientcomprehensibleinputwhichisabitbeyondthelearner’scurrentlevelofcompetence.TheinputhypothesisTheaffectivefilterhypothesisTheaffectivefilterisahypothesizedmentalbarrierwhichmaybeupordown.Whenthelearnerispoorlymotivatedandhasahighlevelofanxiety,thefilterisup,whichwillpreventtheinputfromreachingthelong-termmemory.TheaffectivefilterhypothTheimplicationsofthefivehypothesesforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”.Inordertolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.Theimplicationsofthefiv在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达的意思之后。尽可能增加可理解输入，调用一切有助于理解的手段，重视输入并推迟口头表达，以及创造放松环境以降低情感阻碍，这些方法都是建立在这个思想上的。在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达DesignObjectivesThenaturalapproachisforbeginnersandisdesignedtohelpthembecomeintermediates.SincetheNaturalApproachisofferedasageneralsetofprinciplesapplicabletoawidevarietyofsituations,specificobjectivesdependonlearnerneedsandtheskillandlevelbeingtaught.DesignObjectivesThesyllabusThepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests.Aswellasfittingtheneedsandinterestsofstudents,contentselectionshouldaimtocreatealowaffectivefilter,shouldprovideawideexposuretovocabularyandshouldresistanyfocusongrammaticalstructures.ThesyllabusTypesoflearningandteachingactivitiesTechniquesrecommendedbyKrashenandTerrellareoftenborrowedfromothermethodsandadaptedtomeettherequirementsofNaturalApproachtheory.ThereisnothingnovelabouttheproceduresandtechniquesadvocatedforusewiththeNaturalApproach.Whatcharacterizesitistheuseofthesetechniquesthatfocusonprovidingcomprehensibleinputandarelaxedclassroomenvironment.TypesoflearningandteachLearnerrolesLearnersareexpectedtoparticipateincommunicationactivitieswithotherlearners.Butcommunicationactivitiesfailtoprovidelearnerswithwell-formedandcomprehensibleinputattheI+1level.LearnerrolesTeacherrolesFirst,theteacheristheprimarysourceofcomprehensibleinputinthetargetlanguage.TheNaturalApproachdemandsamuchmorecenter-stagerolefortheteacherthandomanycontemporarycommunicativemethods.TeacherrolesSecond,theteachercreatesaclassroomatmospherethatisinteresting,friendly,andinwhichthereisalowaffectivefilterforlearning.ThisisachievedinpartthroughsuchNaturalApproachtechniquesasnotdemandingspeechfromthestudentsbeforetheyarereadyforit,notcorrectingstudentserrors,andprovidingsubjectmatterofhighinteresttostudents.Second,theteachercreatesaFinally,theteachermustchooseandorganizearichmixofclassroomactivities,involvinga