1. Compiled & Adapted by
Ajaan Rob Hatfield, M.Ed. Revised 06-2013

2. Introduction
Natural Approach:
Stephen Krashen and Tracy
Terrell developed the "Natural
Approach" in the early eighties
(Krashen and Terrell, 1983),
based on Krashens‟ theories about
second language acquisition.
2

3. This acquisition-focused approach
sees communicative competence
progressing through three stages:
(a) Aural comprehension,
(b) Early speech production, and
(c) Speech activities, all fostering "natural"
language acquisition, much as a child
would learn his/her native tongue. 3

4. Following an initial "silent period",
comprehension should precede
production in speech, as the latter
should be allowed to emerge in natural
stages or progressions.
4

5. Background Historical Context
70‟ was a fruitful era in second
language research.
Noam Chomsky explained a new
theory of language (Acquisition and
Learning).
5

6. Background Historical Context
Innovate methods for language teaching:
Community Language Learning Charles Currant (1972)
Suggestopedia Lozanov (1979)
The Silent Way Caleb Gattegno (1972)
Total Physical Response James Asher (1977)
The Natural Approach Krashen and Terrell. (1983)
6

7. Overview
In the Natural Approach the
teacher speaks only the target
language and class time is
committed to providing input for
acquisition.
7

8. Students may use either the
language being taught or their first
language. Errors in speech are not
corrected; however homework may
include grammar exercises that will
be corrected.
8

9. Goals for the class emphasize
the students being able use the
language "to talk about ideas,
perform tasks, and solve problems."
This approach aims to fulfill the
requirements for learning and
acquisition, and does a great job in
doing it.
9

10. Its main weakness is that all
classroom teaching is to some
degree limited in its ability to be
interesting and relevant to all
students.
10

11. L2 Acquisition
Theory Curriculum
The Natural Approach
Combines
Learning
Process
Spoken
Production
During
Focused on
11

12. Krashens‟ theories of second language
acquisition, and his five hypotheses.
“Acquisition requires
meaningful interaction in the
target language - natural
communication - in which
speakers are concerned not
with the form of their
utterances but with the
messages they are conveying
and understanding.”
Stephen Krashen
12

13. The Acquisition/Learning Hypothesis
Language acquisition (an
unconscious process
developed through using
language meaningfully) is
different from language
learning (consciously
learning or discovering
rules about a language)
and language acquisition is
the only way competence
in a second language can
develop. 13

14. A learning theory should
respond to these two questions:
“What are the psycholinguistic
and cognitive processes involved in
language teaching?”
“What are the conditions that
need to be met in order for these
learning processes to be activated?”
14

15. Stephen Krashens‟ Monitor
Theory, which is based on The Natural
Approach, answers both questions by
distinguishing between the “acquisition”
and “learning” processes, and by
describing the type of input the
learners receive, which should be at
their level, interest, of sufficient
quantity, and in low-anxiety contexts,
and these are the conditions.
15

16. Tracy D. Terrell (Natural Approach),
and James Asher (Total Physical
Response) are examples of
methods based on this learning
theory.
16

17. Charles A. Curran‟s Counseling
Learning and Caleb Gattegno‟s Silent
Way also focus on this learning theory,
but they focus primarily on the
conditions more than in the processes.
Their concern is directed to the
atmosphere of the classroom, and they
seek for motivation, confidence and
security within the students.
17

18. Theory of Language
The essence of language is meaning.
Vocabulary not grammar is the heart of
language.
It emphasized “Comprehensible Input”,
distinguishing between „acquisition‟ – a
natural subconscious process, and „learning‟
– a conscious process. It is argued that
learning cannot lead to acquisition. The
focus is on meaning, not form (structure,
grammar).
18

19. “The best methods… are therefore those that supply
'comprehensible input' in low anxiety
situations, containing messages that
students really want to hear.
These methods do not force
early production in the second
language, but allow students to
produce when they are 'ready',
recognizing that improvement
comes from supplying
communicative and comprehensible
input, and not from forcing and
correcting production." Stephen
Krashen
19

20. Theory of Language
The Natural Approach:
Reflecting the cognitive psychology
and humanistic approach prominent in the
field of education at that time, the Natural
Approach shifted the culture of the
language classroom 180 degrees and
brought a sense of community to the
students by their sharing of the experience
of learning the same language together.
20

21. Theory of Learning
“Language
acquisition does not
require extensive
use of conscious
grammatical rules,
and does not
require tedious
drill.”
Stephen Krashen 21

22. The Natural Order Hypothesis
Grammatical
structures are
acquired in a
predictable order
and it does little
good to try to learn
them in another
order.
22

23. Input Hypothesis
People acquire
language best
from messages
that are just
slightly beyond
their current
competence: i+1
23

24. The Monitor Hypothesis
Conscious learning
operates only as a
monitor or editor
that checks or
repairs the output of
what has been
acquired.
24

25. The Affective Filter Hypothesis
The learner's
emotional state can
act as a filter that
impedes or blocks
input necessary for
language acquisition.
25

26. Design: Objectives
Objectives
Designed to give
beginners/ intermediate
learner communicative
skills.
Four broad areas; basic
personal communicative
skills (speaking/listening);
academic learning skills
(oral/written)
26

27. Design: Syllabus
Syllabus
The syllabus for
the Natural Approach
is a communicative
syllabus.
Based on a selection
of communicative
activities and topics
derived from learner
needs.
27

28. Types of learning techniques and activities
Comprehensible
input is presented
in the target
language, using
techniques such
as TPR, mime and
gesture.
Group techniques
are similar to
Communicative
Language Teaching.
Learners start to talk
when they are ready.
28

29. Learner roles:
Focused on meaningful and vocabulary
Should not try and
learn a language in
the usual sense, but
should try and lose
themselves in
activities involving
meaningful
communication.
Meaningful Vocabulary
29

30. Teacher roles:
Teachers should provide "comprehensible input“ (i+1)
The teacher is the
primary source of
comprehensible
input. Must create
positive low-anxiety
climate. Must choose
and orchestrate a
rich mixture of
classroom activities.
30

31. Roles of materials
The world of relia rather
than text books. Visual aids are
essential like schedules,
brochures, advertisement,
maps, books of a level
appropriate to the learners.
31

32. Procedure
Presentation of a situation or context
through a brief dialogue or several mini-
dialogues, preceded by a motivational
activity relating the dialogue to learners‟
experiences and interest.
These are the steps to follow in
planning a lesson using the
communicative or the Natural approach
to second-language teaching:
32

33. Procedure
This includes a discussion of
the functional and situational roles,
settings, topics at the level of
formality or informality that function
or situation demands.
33

34. Procedure / Process
Brainstorming or
discussion to establish
the vocabulary and
expressions to be used to
accomplish the
communicative intent.
Includes a framework or
means of structuring a
conversation or exchange
to achieve the purpose of
the speakers.
Questions and answers
based on the dialogue
topic and situation:
Inverted, wh- questions,
yes/no, either/or and
open-ended questions.
34

35. Procedure / Process
Study of the basic
communicative
expressions in the
dialogue or one of
the structures that
exemplifies the
function, using
pictures, real objects,
or dramatization to
clarify the meaning.
Learner discovery of
generalizations or rules
underlying the functional
expression or structure,
with model examples on
the whiteboard,
underlining the important
features, using arrows or
referents where feasible.
35

36. Procedure / Process
Oral recognition
and interpretative
activities including
oral production
proceeding from
guided to freer
communication
activities.
Oral evaluation of
learning with guided
use of language and
questions/answers,
e.g. "How would you
ask your friend to
________________?
And how would you
ask me to_________?"
36

37. Procedure / Process
Reading and/or
copying of the
dialogues with
variations for
reading/writing
practice.
To complete the
lesson cycle, provide
opportunities to apply
the language learned
the day before in
novel situations for
the same or a related
purpose.
37

38. Conclusion
The Natural Approach adopts techniques
and activities from different sources but
uses them to provide comprehensible
input.
Language Acquisition
Language Processing 38

39. The use of the term „Natural
Approach’ rather than ‘Method’
highlights the development of a move
away from ‘method’ which implies a
particular set of features to be followed,
almost as to ‘approach’ which starts
from some basic principles developed in
the design and practice in teaching and
learning.
39

40. It is now widely recognized that
the diversity of contexts requires
an informed, eclectic approach.
40

41. “It has been realized that
there never was and probably
never will be a method for all, and
the focus in recent years has been
on the development of classroom
tasks and activities which are
consonant with what we know
about second language acquisition,
and which are also in keeping with
the dynamics of the classroom
itself” (Nunan 1991: 228).
To quote Nunan:
41

42. Summary of The Natural Method
Curriculum
Teacher
Motivation
Classroom
Learning
Environment
Instructional
Strategies
Acquisition
42

43. Theory of language
The Communicative view of language
is the focus behind “The Natural Approach”.
Particular emphasis is laid on language as a
set of messages that can be understood.
43

44. Theory of language
Language is a vehicle for
communicating meanings and messages
Communicative approach
The focus on meaning not form
Vocabulary is stressed (Lexicon)
Formula i + 1
44

45. Theory of learning - The Natural Approach
is based on the following tenets:
Language acquisition (an unconscious
process developed through using language
meaningfully) is different from language
learning (consciously learning or discovering
rules about a language) and language
acquisition is the only way competence in a
second language occurs.
(The Acquisition/Learning Hypothesis)
45

46. Grammatical structures are
acquired in a predictable order and it
does little good to try to learn them in
another order.
(The Natural Order Hypothesis)
People acquire language best from
messages that are just slightly beyond
their current competence:
i+1 (The Input hypothesis)
46

47. Conscious learning operates only as
a monitor or editor that checks or repairs
the output of what has been acquired.
(The Monitor Hypothesis)
The learner's emotional state can
act as a filter that impedes or blocks
input necessary for language
acquisition.
(The Affective Filter Hypothesis)
47

48. 48
Objectives:
Design: Specific objectives depend on
learners‟ needs, skills and level.
Syllabus:
Typical goals for language courses or
particular needs and interest of
students topics and situations.

49. 49
Learners’ Roles:
Processor of comprehensible input.
Pre-production stage
Early production stage
Speech emergent phase
Learner to learner interaction
encourage in pair & small group
Guesser - Immerser

50. 50
Teachers’ Roles:
Primary source of comprehensive input
Creates atmosphere - learner centered
Facilitator - Orchestrate classroom
activities
Edu-actor – props user

51. 51
Types of learning techniques and activities:
Comprehensible input is presented in the
target language, using techniques such
as TPR, mime and gesture.
Group techniques are similar to
Communicative Language Teaching.
Learners start to talk when they are
ready.

52. 52
Procedure
The Natural Approach adopts
techniques and activities from different
sources but uses them to provide
comprehensible input.
Language is a tool for communication
Language function over Linguistic form
Comprehension before production - task

53. 53
Assessment
Communicative effectiveness.
Fluency over accuracy.
Task based oriented.
No error correction unless errors
interfere with communication

55. References:
 Cook, V. website
http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm
 Krashen, S. (1985) The Input Hypothesis. London: Longman
 Krashen, S. & Terrell, T.D. (1983), The Natural Approach, Pergamon
 Nunan, David (ed) 2003 Practical English LanguageTeaching
McGraw Hill.
 Nunan, David 1989 Designing Tasks for the Communicative
Classroom. Cambridge: Cambridge University Press
 Richards, J., & Rodgers, T. (2001). Approaches and methods in
language Teaching (2nd ed.). Cambridge: Cambridge University
Press.
 http://www.tprstories.com/ijflt/
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