英语教学法-自然法-The-Natural-Approach

1、the natural approach,background,approach,design,procedure,conclusion,theory of language,theory of learning,objectives,the syllabus,types of activities,learner roles,teacher roles,the role of instructional materials,the natural approach,outline,part i: background,the natural approach proposed by trac

2、y terrell in 1977 incorporate the naturalistic principles attract a wider interest than some other innovative language teaching proposals,part i: background,krashen and terrell identified the natural approach with traditional approach to language teaching. traditional approach is defined as “based o

3、n the use of language in communicative situations without recourse to the native language”.,part i: background,the natural approach shares many features with thedirect method (natural method). both are based on the idea of enabling naturalistic language acquisition in the language classroom; the nat

4、ural approach puts less emphasis on practice and more on exposure to language input and on reducing learners anxiety.,part i: background,in direct method, there are a series of monologues by the teacher. in natural approach an emphasis on input. optimizing emotional preparedness for learning. a prol

5、onged period of attention. a willingness to use materials as a resource of comprehensible input.,part : approach theory of language,krashen and terrell see communication as the primary function of language. the importance of vocabulary is stressed. a mastery of structures by stages. ( the formula “i

6、+1”) grammatical structure does not require explicit analysis.,theory of learning,the five hypothesis: the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis,the acquisition/learning hypothesis,the acquired linguis

7、tic system initiates utterances when we communicate in a second or foreign language.,the monitor hypothesis,three conditions limit the successful use of the monitor: time focus on form knowledge of rules,the monitor hypothesis,a predictable order. certain grammatical structures are acquired before o

8、thers. errors are signs of naturalistic developmental processes, during acquisition, similar developmental errors occur in learners.,the natural order hypothesis,the natural order hypothesis,some rules tending to come early and other late. the order does not appear to be determined solely by formal

9、simplicity and there is evidence that it is independent of the order in which rules are taught in language classes.,the input hypothesis,in order for acquirers to process to the next stage, input language that includes a structure that is part of the next stage. krashen refers to this with the formu

10、la “i+1” (e.g., input that contains structures slightly above the learners present level).,the input hypothesis,it explains the relationship between the input and language acquisition. 1. relate to acquisition not to learning 2. acquire language best by understanding input that is slightly beyond th

11、eir current level. 3. speaking fluency emerges over time. 4. if there is sufficient quantity of comprehensible input, +1 will usually be provided automatically.,the affective filter hypothesis,learners emotional state or attitude as an adjustable filter that freely passes, impedes or blocks input ne

12、cessary to acquisition.,the affective filter hypothesis,three kinds of affective variables related to second language acquisition: motivation self-confidence anxiety,implications for language teaching,as much comprehensible input as possible must be presented. whatever helps comprehension is importa

13、nt. the focus in the classroom should be on listening and reading; speaking should be allowed to “emerge” to lower the affective filter, student work should center on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere.,part i

14、ii design,1.objectives 2.the syllabus 3.types of learning and teaching activities 4.learner roles 5.teacher roles 6.the role of instructional materials,objectives,function adequately in the target situation understand the speaker of the target language convey their requests and ideas make the meanin

15、g clear,the syllabus,first, the natural approach is primarily designed to develop basic communication skills both oral and written; 1. basic personal communication skills: oral 2. basic personal communication skills: written 3. academic learning skills: oral 4. academic learning skills: written,“ th

16、e purpose of a language course will vary according to the needs of the students and their particular interests”. the goals are based on an assessment of student needs. the teacher determine the situations in which the students use the target language and topics. do not expect students acquire a grou

17、p of structures do not organize the activities about a grammatical syllabus. deal with a particular set of topics in a given situation.,the syllabus,types of learning and teaching activities,present comprehensible input; focus on objects in classroom and on the content of pictures； minimize learner

18、stress and anxiety; maximize learner self-confidence； gradual progression ； acquisition activities: focus on meaningful communication ； pair or group work,learner roles,learners roles are seen to change according to their stage of linguistic development. the pre-production stage: “ participate in th

19、e language activity without having to respond in the target language”. the early-production stage: respond to either-or questions, use single words and short phrases, fill in charts and use fixed conversational patterns. the speech-emergent phase: involve in role play and games, contribute personal

20、information and opinions, and participate in group problem solving.,teacher roles,the natural approach teacher has three central roles. first, the teacher is the primary source of comprehensible input. second, the teacher creates a classroom a relax atmosphere. finally, the teacher must choose and a

21、rrange a rich mix of classroom activities.,the role of instructional materials,the primary goal is to make classroom activities as meaningful as possible： by supplying “the extralinguistic context that helps the acquirer to understand and thereby to acquire”. by relating classroom activities to the

22、real world. by fostering real communication among the learners.,part iv procedure,pre-production stage: (1) the teacher gives commands to students. (2) students respond physically. production stage: (1) the teacher talks on pictures. (2) students respond using simple answers (to develop production)

23、(3) students fill slots of: open-ended sentences; open dialogues (4) students do conversational review.,open-ended sentences:,in this room there is a _. i am wearing a _. in my purse there is a _. in my bedroom i have a _. after class i went to _.,open dialogues:,1、_where are you going? _to the _. _

24、what for? _to_. 2、_hi, my name is _. _pleased to meet you. im _. _are you from_? _yes, (no, im from_.),example,since the natural approach teacher expects students to be able to be able to deal with a particular set of topics in a given situation, activities in the class are organized in a communicat

25、ive way.,example,first stage:the personal identification stage purpose:aimed primarily at lowering the affective filter by putting the students into situations in which they can get to know each other personally. how:the students learn how to describe themselves, their family, and their friends in t

26、he target language.,example,second stage:consists of giving the students comprehensible input about experiences and allowing for opportunities to engage in conversations about their own experiences. third stage:consists of input and discussions, concerning opinions. students discuss political issues

27、, civil rights, family, and so forth, and gain the competence to express their own views.,a sample lesson,the following is an example of teacher talk based on pictures, which includes examples of all those techniques for encouraging early production. is there a woman in this picture? (yes). is there

28、 a man in this picture? (no). is the woman old or young? (young). yes, shes young, but very ugly. (class responds no, pretty). thats right, she is not ugly, she is pretty. what is she wearing? (dress). yes, shes wearing a blue dress. and what do you see behind her? (tree). yes, there are trees. are

29、they tall? (yes). and beside her is a _(dog). yes, a large dog is standing to her right. (krashen timetables, charts of school subjects, weekly schedule are useful sources. the teacher could also use a form and have students interview each other to get the desired information and fill out the requir

30、ed information in the form.,the sequence of a lesson,1.the teacher gives a command in the target language and performs it with the students. 2.the students say nothing. 3.the teacher gives the commands quite quickly. 4.the teacher sits down and issues commands to the volunteers.,the sequence of a le

31、sson,5.the teacher directs students other than the volunteers. 6.the teacher introduces new commands after she is satisfied that the first few commands have been mastered. 7.the teacher changes the order of the commands. 8.when the students make an error, the teacher repeats the commands while actin

32、g it out.,the sequence of a lesson,9.the teacher gives the students commands they havent heard before. 10.the teacher writes the commands on the blackboard. 11.a few weeks later, students who havent spoken before give commands as teacher does.,part v conclusion, this teaching method is based on obse

33、rvation and interpretation of how learners acquire both first and second languages in nonformal settings. focus on comprehension and meaningful communication as well as the provision of the right kinds of comprehensible input. its greatest claim to originality lies in the emphasis of comprehensible

34、and meaningful practice activities.,part v conclusion-definition,the natural approach emphasizes natural communication rather than formal grammar study and is tolerance of learners error. the core of the natural approach is language acquisition, which is considered a subconscious process, dependent on two factors: the amount of c