The influence of Stephen Krashen on language education research and practice is undeniable. First introduced over 20 years ago, his theories are still debated today. In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms. The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993). Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981). Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy: The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).

1. NATURAL APPROACH
Maurício Coelho • Lucas Lorran • Raquel Benaion • Willian Araujo

2. Apresentation
Plan◦ Definition & Origins
◦ Hypotheses of Second Language Acquisition
◦ Factors that modify acquisition
◦ Irregularity
◦ Personality
◦ Motivation
◦ Video
◦ References

3. ◦ Created in 1977 by Tracy Dale Terrell;
◦ The Natural Approach (Tracy Dale &
Stephen Krashen, 1983);
◦ Shares many features with the Direct
Method.
Definition & Origins
www.uv.mx/

4. Definition & Origins
LANGUAGE ACQUISITION THEORY
◦ Language must be developed naturally;
◦ Similar to the way children learn their native
tongue;
◦ Communication;

5. ◦ Language acquisition
◦ Informal
◦ Natural assimilation;
◦ Subconscious learning;
The Acquisition-Learning
Hypothesis

6. ◦ Language learning
◦ Formal
◦ Learning correct grammar;
◦ Conscious learning;
The Acquisition-Learning
Hypothesis

7. ◦ Grammar is acquired in a logical sequence;
◦ Yes/No question before WH- questions.
◦ Krashen rejects grammatical sequencing when the goal is language acquisition;
The Natural Order
Hypothesis

8. ◦ Use learned language to self-correct what is acquired
Monitor Hypothesis

9. ◦ Adresses how language acquisition occurs;
◦ Language acquired when one understands what they hear o read;
◦ Comprehensible input
◦ I + 1
Input Hypothesis

11. One of the most important aspects in the learning
of a foreign language is its oral production.
This fundamental skill is subject to an inhibitory
and persistent interference from one of the main
irregularities of English:
the oral interpretation of the written word.
SPELLING TO SOUND CORRESPONDENCE:
If there is regularity, there can be a rule and such
a rule will be useful to produce and monitor
language. The lower the regularity, the fewer the
rules and the more limited the monitoring.
The fact is that the contribution of learning will
only be effective and durable if the student
simultaneously develops familiarity and skill with
the language in natural environments.
THE LEVEL OF IRREGULARITY OF THE LANGUAGE AND THE
EFFICIENCY OF ACQUISITION VS. LEARNING

12. Extroverts, who talk too spontaneously, also
benefit little from learning. Their monitoring
function is almost inoperative and subject
an impulsive personality that manifests itself
without much concern with accuracy.
Introverts, who normally lack self-confidence
and often are perfectionists, will benefit little
from understanding the grammar of the
language and its irregularities. The result can
be even adverse, in the case of languages
with a high degree of irregularity such as
English.
The only ones who benefit from learning are people whose
personalities are midway between introvert and extrovert, and
manage to apply the monitoring function in a moderate and
effective form.

13. • Acquisition-inspired approaches are
normally detached from a syllabus and
naturally more geared towards the
learner’s needs and individual goals.
• They will also have activities based more
on conversation rather than the study of
grammar.
• As a result, they will produce more
readily useful knowledge and raise the
level of motivation as the learner builds
up his communicative skills.
• Learning-inspired approaches, normally tied to
a syllabus, will emphasize the production of
knowledge about the target language,
especially its grammatical structures, at the
expense of communicative skills.
• They will hardly meet the learner’s immediate
goals.
• If not offset by a lively and charismatic teacher,
the learning-inspired approach will drain the
motivation, especially considering that
proficiency in a foreign language can take a
long time to be attained.

15. References◦ Schütz & Kanomata, ESL. STEPHEN KRASHEN'S THEORY OF SECOND
LANGUAGE ACQUISITION. Disponível em: <http://www.sk.com.br/sk-
krash.html>. Acesso em: 03 ago. 2017.
◦ Schütz & Kanomata, ESL. LANGUAGE ACQUISITION - LANGUAGE
LEARNING. Disponível em: <http://www.sk.com.br/sk-laxll.html>. Acesso
em: 03 ago. 2017.
◦ Stanford University. Krashen and Terrell’s “Natural Approach” by Ken
Romeo. Disponível em:
<https://web.stanford.edu/~hakuta/www/LAU/ICLangLit/NaturalApproac
h.htm>. Acesso em: 27 jul. 2017.
◦ KRASHEN, STEPHEN D.; TERREL, Tracy D.. The Natural Approach:
Language Acquisition in the Classroom. 1 ed. Great Britain, Phoenix
ELT, 1988. Disponível em: http://www.osea-
cite.org/class/SELT_materials/SELT_Reading_Krashen_.pdf Acesso em: 02
ago. 2017.
WIKIPEDIA. Natural Approach. Disponível em:
<https://en.wikipedia.org/wiki/natural_approach#cite_note-
footnoterichardsrodgers2001178-1>. Acesso em: 01 ago. 2017.