The Natural Approach is a language teaching method proposed by Tracy Terrell and Stephen Krashen in the 1980s. It is based on the theories that language is acquired naturally through meaningful interaction and comprehension, not conscious learning of rules. The approach focuses on providing comprehensible input through activities like TPR and group work that lower students' anxiety and increase self-confidence. The teacher acts as a facilitator who chooses rich, interesting activities and materials to help students acquire language naturally without pressure to produce.

1. The Natural Approach
Supervisor: Ngo Tuyet Mai
Students: Phung Ngoc Tan
Nguyen Hoang An
Nguyen Thi Van Chi

2. • Demonstration1
• Background2
• Approach3
• Design4
• Procedure5
• Conclusion6
• Q & A7
OUTLINE

3. Background

4. • First proposed in 1977 by Tracy
Terrell, a teacher of Spanish in
California
• Officially published in 1983 by
Tracy Terrell and Stephen
Krashen ( famous linguist,
Southern California University)

5. According to Tracy Terrell and Stephen Krashen:
Identified with
Traditional
Natural
an example of
Communic-
ative

6. Natural method
(focus)
teacher
monologues
direct
repetition
accurate
production

7. Natural approach
(focus)
exposure
(input)
emotional
preparedness
prolonged
hearing period
of
attention

8. Approach

9. APPROACH
THEORY OF
LANGUAGE
THEORY OF
LEARNING
ACQUISITION
Monitor
Natural order
Input
Affective filter

10. Theory of language
COMMUNICATION
MESSAGES
WORDS

11. Theory of learning
o THE ACQUISITION/LEARNING HYPOTHESIS
o THE MONITOR HYPOTHESIS
o THE NATURAL ORDER HYPOTHESIS
o THE INPUT HYPOTHESIS
o THE AFFECTIVE FILTER HYPOTHESIS

12. ACQUISITION / LEARNING
HYPOTHESIS

13. THE MONITOR HYPOTHESIS

14. THE NATURAL HYPOTHESIS

15. THE INPUT HYPOTHESIS

16. THE AFFECTIVE FILTER
HYPOTHESIS

17. APPROACH
THEORY OF
LANGUAGE
THEORY OF
LEARNING
ACQUISITION
Monitor
Natural order
Input
Affective filter

18. Design

19. D
E
S
I
G
N
Objectives
Syllabus
Types of learning & teaching
activities
Learner roles
Teacher roles
The role of
Instructional Materials

20. Objectives
beginner
intermediates
• Objectives depend on learner need and the skills
and the level being taught
• Learners should be told what they WILL or WILL NOT
be able to do after a course

21. Syllabus
Develop basic
communication skills
ORAL and WRITTEN
Students’
needs and interests
List of
topics and situations

22. Types of learning &
teaching activities
• Using techniques such as TPR, mime
and gesture..
• Group techniques are similar to CLT
• Minimizes learner anxiety and
maximizes learner self-confidence

23. Roles of Learners &
Teachers
LEARNER
Processor of comprehensible
input
Pre-production stage: participate in
the language class without need to
respond
Early production stage: respond to
familiar questions,fixed
conversation
Speech-emergent phase: role-play,
games, personal info and opinions,
group problem-solving
TEACHER
is primary source of
comprehensible input.
lowers affective filter by
creating interesting and
friendly classroom
atmosphere
chooses and orchestrate
rich mix of activities

24. Role of Instructional
Materials
- Realia more than textbooks.
• - Visual aids
- Brochures, maps, advertisements,..
h - Syllabus of topics and situations

25. PROCEDURE

26. PROCEDURE
 The Natural Approach adopts techniques and activities
from different sources which are components of SLT, CLT,
TPR, etc
 Activities are used to provide comprehensible input,
without requiring production of responses
The Natural
Approach

27. PROCEDURE
CLT, Group-work activities
Direct Method, activities in which mime, gestures, context
are used
Start with TPR commands
The Natural
Approach

28. CONCLUSION

29. The Natural Approach
rejects the formal grammatical
organization of language
focuses on comprehensible and
meaningful practice activities
adopts techniques and activities
from various method sources
The Natural
Approach

30. The Natural
Approach