The natural approach

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The natural approach

  1. 1. Il The HaÉ*¡ral FpprsasEr In ntattr¡ ilher lan¡1Lr;i¡¡* trt:rlLttstlttn nelhocls, *lLrrlent¡ erpected ;¡-rB¡[q largetlangua¡te re¡ieatrrrg ar* to ihe iby iii-i|L]i-]úI.¡ihra;iel;lfi.rinltlreuer.¡|lr:ldar¡ThellalLrra|Approach|twerSth*.:;luden|¡,¡f-erfive{i|terbya||o,,i *trrl ,,,uh¡l trrreh¡;i unilet=t;rnd tltey;,rr+ h*;rnngtrefr-r+ f¡rr:el spea[.i thesecond being lt irr larrguage THENATUR,&L AFPRSACH: . [.rrreollhe rn*rrt wrilely-uued rneth,:irir-¡ ofteachrnrlsecon,J a l*-4uage. . fr,-i¡elrjpe,lli¡¡¡fip¡ anrJ hi¡ Terrd illfil:lj . Themethr¡d iniopractice ¡lutr Krasfrens Theary Second af Language Acquwdícn (1g8?j * Fiehtniithe ldaii¡ralAppr+aclr a cotnmu¡r¡:atiue of@rmge. Fariiculúr lh*res view eni¡iha;rn;lsid¡-,rr i= iang¡u.ir;+ *¡r a .:-*l *t+$,frrü+.i cani:e u*,:Jemfironl i:f l}1.¡l Objectives Th+ttA trri1e:tgn+d helpbeginner to second language studentsbeeome intermediate studsnts L2 5lu¡J*nti rulll und*r:lanil s¡iealier thelargt+i lhe of langua¡¡e rr¡lll able e;x$fes-q requests idea¡ he {¡i lheir and ne+dnid linr-rw every,.rrilril a padir:ular:renranli* in domain, is it neüÉrsirry lhe s,,,tlerlirri nol that ;,rf ur-ri-:ttLiulary - hut lir;fls{r¡16¡-r¡ iherr d,:,ies 1obe Llnder¡taod Lrr¡clur:linn need r:ht¡Llid ¡ihle rn*lielhe meaning bF tu cl*arbuln¡1ner:+;¡arili¡ accurate alldetails giirmrnar in r-d According the NaturalAppraach. learners to L? need: .Lrisuair, ¡:icfu.,la; . r**J,a fea/,i.,fu ..rlufl - r¡*sturc.iL-ad lan¡¡uir¡;e .manlpuiali,es .$sf*ning ai:ii¡ities pruc J-J¡ ir¡er; flc* u, ¡.frucf- . n ci¡rñed f*ac,her fal¡. . c;:ti.l¡-rre,ft*n-rlu¡l cfi -*r:,Ls .flr rlaii,i. uil;**is ¡rilh*i:reiLt *urJif:rry, ¡-i,n anri,trneslh+lic .cij:nuji .lrria,,,,i¡rlurlfi ror:ghcr,rnirur-;f erifi ¿ndi:Lr$t,L,a,ris0it .fo cJer,fy fu¡the¡ n,,l¡i:ale,:?a¡le.t s*rt_inglgrnu¡rin¡; ar Krashens Theary SLAimplieations of The lerni "iialurr¡l- refen k¡ the taclthErt m*lhi:ilrr.rnftrn¡tir the prinrrples natur;rli..-rtic lhir irf langulrge le:-liningin ,ur:ungi-:hildlen, alsi¡tr,r n¡lLllilli.;tlc ¡rnd lh* prrrri-:rpi*s in sititerijfullle:uncl f¡Lind LangLrage Acqursiliitn Acquisrtirn, the unr:utr¡r:iou: irLrr:rplion generulprrnciples qranrnar thrlugthreal experiences crmmuni:alion, a ul cf of is nri,*r-ti;J¡:syc,h,:ilngul,r#c É¡lrf ¡:n*roJn n. f{¡"¡lihen--r lir*tqi impli*s lhat lhe ieachersnrainresprr:nsibilit¡ mr.rk* irr t+ inshilrtirn¡rr,mprehensible fula¡:imum ;:r:qr:isitir:,li l,tlerr c,cr:ut: entpl-ra:ir pla*edi;n underulanding inl*nderlmeanintl a message; i= tfre af ther*fore, llre til¡iillutl:ii¡-:n:fthe|litti1L;ilget.:|ilsltr:i:tni*|t:piriuid+t:r:nrpre}r*miLileinpuiinanenl¡iri,rtnientrichinrlliiv¡i| h:,wl|l ii,,iiEt¡ Ar;r:i:tiiiti¡l Tenell, f¡ h*c¡innirrg langiLr;rile inElrucliiin f:cusrin ife immerJil¡1e rhoL¡irJ attaiilm+nl rif uÚriimuni,:¡¡tir¡etornpel*n:* talher than on ¡rnmtnatir-r;-ri perfertiirnSince lan¡lLtirge a rre¡itii¡epliic+ssth¡t ir
  2. 2. i j[ei:h]ileijiine¡tii]lprr:dtrlii.rn.:¡fv,¡ha1lvi||bes;:i¡ir:rr.,¡rilten,priririirderingof:;truclures,funt:lion¡tl*m:.¡tnhltili¡ nalur¡l th* l:¡rútÉ::i¡lrrniiua5¡e Lrf acqul-,ritirinTh* r***ptiue:rkrlL; reading) {lirrlenrn;t, ai:cr:unt hrnguart* ¡rrirranl¡ ft-rr a*quit-rilir,n In presenling r;cnlp¡*hensilileirrpulthe ietri-:her mu¡t li+ Érwi¡iÉ ltre di:rcrete ui ilem lu h+ ar:i¡ured1r,,,, :dud*nt:r, .he mmt alri, lie r:ertain lhr the ¡nrl lh¡1ldud*rfs uiriletrt:¡nd whlr:h .,r¡ithin rn¡rut lh* iurur: tlielet;:ilrr. ltem th* ilr r.riA*qLiteltiiin v,r:irlrulary the liey tir ulrnpreh*nsion ;i ir ¡rnd rral productiun. Ac:rrrding Terrell, siudent io a wilh alilrf* *ntui¡!"r u*r;rbrllar¡ c,imprelrend r¡ieal;ir gr+aldeal rrf L2 euenif hisiher t+n r¡nEl liflir$ledile ¡lr;-,rmniatiral of:;lru,:li¡re ni:ne:lirl*nl ir:A*crrilin¡1 lh* fJttural t* Appn:ar:h,.:luiienb¡hr¡uklnevurb+ requirecl prrirJuc* to speech unles¡ the,, rea,Jy d* are tr.r,!ú; sp*aking flu+ntlyr-:rrnnút triughl hld "ernefges" be naturalhin lime thrnugth e::p+nenr:*swilh en:ughcr-trnFf*h+n5¡L,l* Ar,trttdtttg Terrell,lear:hem in¡iui tu shoul,Jproriidestr-¡denf:; the r:pp-rdunilier ilr-:iluire ur¡llh toi;rnguagerratuiali ralhe:r in a frin:*d lhan cl€rslrornl environnient.Errr-rrinrtetti*r¡:rfrtrulti presenlLrut he minimi¡ed. il is of someusewhenlhe gtiai lenmnghul r¡fnr,tmu,qh as is u.qe,¡,¡h*nthry¡i:,irlrr ir,,qumilii,nsh¡uldneverb* used aggresr:iueli/ ,:rrnven¡ili:n it rai¡eslhe aff-e*live lt rn a¡ fillerl.r¡¡¡;h*n T*rr*llsi¡l+th*l ¡-r ¡r¡,:1 ¡ilentpenod tt¡be e.*:pected i:r in allse*orid language learn*r¡. TheNatural,{ppro andC*nte ach nt-Are lnstruction ain ¡,:;rrteni-Li¡¡¡eil s*r:,:ndian¡luirqe instructranal pfúgrümsiudents Lls* all language rr nreaninqfiil in *t:,ni*rdrol;-ln,:iu¡¡ile m.qirriinLi neuer ¡nd rtfe separaled The inslructionalnaler¡aland aciri¿iti*s 4¡r*.t,U me;-rning t:.rcus on withinihryi:onle,C ¡¡nd nr-t dlrer:tly,:ni¡i¡lateilgramrilÉ[iiocaliulirty pronunciat¡on or ilenrs In conteni ba.reilin¡hui:tlr,n,ianliuiige urred a natutal i:-i in manner- ririleihr in learn aboulthesubjectr:rlopic understudy THESTAGES[i.r¡r=hen Terr+ll r¡utltne irrrd the r;tageeleainer: ipically pa:-rs thn:ughand lhe klnil¡ r-rfirrdrucli*n lhal areapprirprinl+ ei¡r-:h i,;l -;lng* Tlrey J*iiekiped Terrel!simplii:aiir.rrr:; pr:l;iliiie l-or clas*rironl pnr*lir:e, whir:hlh*1i inillLnhaieil h:r,,¡ iesi:lrer a waukl-:r:rnduct les¡in,ih* types,-fclassroom a t.,¡ircal activllies il¡nrini¡t+ less*nin th,rt athe l.laluralApproarh.¡¡nii h+w ¡lu-let-rls woLtlilLr* e:*,f¡e*l+d resp*nJ thatslage.Terreilbel¡eve,: li i:r t,: rn lh¡lpaterti*llyh;-¡rmlLrl lhe sludentr; tc¡ rip*ech devel,:pnrenl lh* leachercorrecb errom during¡ if these phasesoflln.iu;rüÉ ¡;qrli¡itr,lnFrt-production FirstStage - ie.;iil*¡: ¿r:-rk itu¡Jenl¡: tr:,n¡r,Llt n d-h ln icaie *ciionriyes/no üestL¡rc.i atl-str/er.s t,hj,t nc,re?J, f i.l m¡ anii itá¡ljÉr_i. " l*rt,rünr;fücu.r- iis;iening i-r¡r ccrii¡:reliens,bn . i-*i1,::ün.i;bnrtdrer:e,nilu*rocab,uia,.y * i,tr,E +fenu,:r*d il ,rt-rete¡ir i.r as durrng Frrclü¡ü.titlrt¡iln lfie stag*Early Produeti*nAbruta Month - L;ter I+**n+rs as¡;:-il¡t¿enJsies,.r.-n,l *¡ine,rhr iri ü: rjree¡ qu+siions. ihe FJ¿+nt or gr*y?J Ine r,,rrcalruf*,ry i"is ¡equ¡¡ed ¿nl-;wer c¿¡eslnn r:,:ni*,necJ i.¡l* fu lJr* is l+,,1.fu11 r;r;*sl,r:n res¡;r-rnrJ o$e two ur-r,d -itrldentr; lvrifi r¡ ¡:hrases lhisrfy¡r*of ¡:rrrdurtirn ¡ese¡¡lbJes of a young fhai chd,C rvh* bellins .-rp*ahs,,ngi*-n fh,r,rr;phrasfrcJ ñüsi il ir ord ¿;lte¡¿nces Les:-;r:nrr*..r¡andrcce¡rlireuirr-:ai:uia¡y
  3. 3. r ¡liil,.i¡ ¿ir¡r-,,,,.ri!¡r .l i .{a¡1f il-ruse utrt:i?lr¿ria,ry i?,rJe¿¡ijjJ ih*.¡ uno*rsfanrj Speech Emergenee Eit Latet -A . Lliird*nlsre,:-pcrnillcnge, in phrase..i se-.niences. n¡ * i+aih*t¡ nud*i i:r:,recl lanEuag¡e fr:l¡n.q sftuci¿¡e¡;. ¿n,1 Han*uel, the ieaci:eres¡rondsto f/rs ¡¡e¡;¡;agleawl ,:::+s r:ffeqi.rli: +.pttillenor r:oriedlnn.. nnl Lrir+ , l*srlnns canirnue der,,eh-r¡: fo recep#reun:*huiar1..; ihe aciiurf¡es desrgned deuelr:¡r anri ere fc ftigher ieue/s l.f i¿-¡n.q,l¡*lie ¿,,,i-e lntermediate Fluency -LaterStill .lif¿¡¡lenü ÉilLlá,¿iein ,;*¡1r,,+¡.lailrrn¿¡e¿biet* usÉclrnn*cled ¿nd ¡r¿¡¡afi,e . I*¡:,:.,h*¡¡ ¡r¡ud+/coryecl /i*t¡¡ua¡;efam,r . R*aoi¡rfj*nit rrrrüng llcr-rrpn,afeif are-/ R.eierenEes lj i13i11j f,rar"¡hen, ,{eiunr/languag*aüq¿ri¡rtrCI,q aniisecondlanüuáüe ieamrng üvjord. Fergamon Fresrr l{m¡hen. i13¿tj $ ¡1,nc,pfespracllc* s*cu.nr/ Ar:qui,titian and in airyrrs,,l,ron Yorl". fler¡¡ Pergam Fie,=:; mrn iir;rheii, l-f i1.![i5J lft*npuf ir.p,p,-rlhesi..; Ferganrrn üxford Fr*ss. Iirnsh*tr. ilg!l:l] Lh+ Í inpul,hy¡.rntn*.tis. ¡ndim¡:l¡cal,,ons. Fublishing issues Laredt-¡ Company llr;rh*r¡.and ! Terrel, llir$) The T ni¡lurslapproirchlanguagear:qursition inlheclassroom. U.Cord. Fetilit tri,-itl Fr+t:..

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