The Natural Approach is a language teaching method developed by Tracy Terrell and Stephen Krashen that claims language is acquired similarly to a first language through meaningful communication. It focuses on providing comprehensible input through activities that are slightly above students' current language level. Students first develop comprehension skills through listening and reading before speaking. Speaking emerges gradually without early emphasis on grammatical accuracy. The approach is based on Krashen's theories including the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.

1. The Natural Approach
The natural approach developed by Tracy Terrell and supported by Stephen Krashen, is a language
teaching approach which claims that language learning is a reproduction of the way humans
naturally acquire their native language. The approach adheres to a communicative approach to
language teaching and rejects earlier methods such as the audiolingual method and the situational
laguage teaching approach which Krashen and terrell (1983) believe are not based on “actual
theories of language acquisition but theories of the structure of language ”
The Natural Approach vs the Direct Method
Although The Natural approach and the Direct Method (also called the natural method) share some
features, there are important differences . Like the direct method the natural approach is
” believed to conform to the naturalistic principles found in second language acquisition. Unlik e the
direct method, however, it places less emphasis on teacher monologues, direct repetion,and formal
questions and answers, and less focus on accurate production of target language sentences”
(Richards and Rodgers, 1986:129)
Theory of language
Krashen and Terrell view communication as the primary function of language, and adhere to a
communicative approach to language teaching, focusing on teaching communicative abilities rather
than sterile language structures.
What really distinguishes the Natural approach from other methods and approaches are its
premises concerning the use of language and the importance of vocabulary:
 Language is viewed as a vehicle for communicating meaning and messages.
 Voacbulary is of paramount importance as language is essencially its lexicon!
This means that language acquisition can not take place unless the acquirer understands
messages in the targe language and has developed sufficient vocabulary inventory. In fact it should
be easier to reconstruct a message containing just vocabulary items than one containing just the
grammatical structures.

2. Theory of learning
Krashen grounded the Natural approach on a number of theory of learning tenets.
The Acquisition-Learning Hypothesis
Krashen makes a distinction between acquisition and learning.
 Krashen defines acquisition as developing competence by using language for real
communication. It is the natural way, paralleling first language development in children and
refers to an unconscious process that involves the naturalistic development of language
proficiency through understanding language and through using language for meaningful
communication.
 Learning, however, refers to formal knowledge of a language. It is the process in which
conscious rules about a language are developed. It results in explicit knowledge about the
forms of a language and the ability to verbalize this knowledge. Formal teaching is
necessary for “learning” to occur, and correction of errors helps with the development of
learned rules.
The Monitor Hypothesis
Conscious learning can function only as a monitor or editor that checks and repairs the output of the
acquired system. The Monitor Hypothesis states that we may use learned knowledge to correct
ourselves when we communicate, but that conscious learning has only this function. Three
conditions limit the successful use of the monitor:
1. Time. Sufficient time for a learner to choose and apply a learned rule.
2. Focus on form. Focus on correctness or on the form of the output.
3. Knowledge of rules. Knowing the rules is a prerequiste for the use of the monitor.
The Natural Order Hypothesis
The acquisition of grammatical structures proceeds in a predictable order. Certain grammatical
structures or morphemes are acquired before others in first language acquisition of English, and the
Natural Order Hypothesis claims that the same natural order is found in second language
acquisition. It is also believed that errors are signs of naturalistic developmental processes. Similar
developmental errors occur in learners during acquisition (but not during learning) no matter what
their native language is.

3. The Input Hypothesis
The Input Hypothesis relates to acquisition not to learning and states that people acquire language
best by understanding input that is slightly beyond their level of competence. Krashen refers to this
by the formula L +1 (where L+1 is the stage immediately following L along some natural order.)
Comprehension is achieved through linguistic and extra linguistic context clues including knowledge
about the world, the context of the situation etc… Comprehension preceds the emergence of
speaking as fluency appears only as a result of the provision of sufficient comprehensible input. By
comprehensible input Krashen means the utterances that learners understand based on linguist ic
and extralinguistic context and which consists of a sort of simplified code . He contends that when
there is such comprensible input language acquisition proceeds successfully. Krashen also claims
that when there is enough of such comprehensible input, L+1will usually be provided automatically
and
Affective Filter Hypothesis
There are three types of emotional attitudinal factors that may affect acquisition and that may
impede, block or freely passes necessary input for acquisition . These are motivation, self
confidence and anxiety. Acquirers with high affective filter are less likely to develop comptence.
In a nutshell
Teaching according to the Natural Approach involves the following principles:
 Teaching according to the Natural approach focuses on communicative abilities.
 One of its objectives is to help beginners become intermediate.
 Vocabulary is considered prior to synthactic structures.
 A lot of comprehensible input must be provided.
 Use of visual aids to help comprehension.
 Focus is on listening and reading. Speaking emerges later.
 Reducing the high affective filter by
 focusing on meaningful communication rather than on form.
 prividing interesting comprehensible input

4.  The technique used in this approach are often borrowed from other methods and adapted
to meet the requirement of the approach. Thses include:
 Total Phisical Response command drills
 The Direct Method activities mime, gestures and context are used to elicit questions,
and answers.
 Communicative Language Teaching group work activities where learners share
information to complete a task.
The Natural Approach is based on the following five principles:
1. The aim of the Natural Approach is to foster the communicative competence, not grammatical
perfection.
2. At the beginning of class, the emphasis is on listening. The teacher presents the students with a
variety of easy to understand material (input). This input is always one level above the student’s
communicative competence. This way, the students develop the ability to speak in the foreign
language. Competence in a language cannot be learned. It has to be acquired. In class, the teacher
should try not to use the students’ mother tongue at all.
3. The production of speech, as a response to listening, is developing over several stages:
 a nonverbal answer
 a one-word answer
 a two or three-word answer
 a short-sentence answer
 a compound-structured answer
At the beginning of the process of acquiring the language, the students speak without grammatical
correctness. Slowly, because of additional reception and production, their ability to communicate
verbally enhances. In class, grammatical mistakes that do not hinder the process of communicating
are not corrected.
Activities that enhance the process of language acquisition are the main part of the class (input).
The main focus is not on grammatical exercises. The amount depends on both the age and
receptiveness of the students. For adults the ratio is 20 per cent of grammatical exercises to 80 per
cent. This part of conscious learning serves as a monitor. This helps the students to check what
they say or write for grammatical mistakes. In class, the students are not expected to make use of
the monitor function.