one of the methods of language teaching, the natural approach was developed in the early 1980s by Krashen and Terrel

1. By
Hasan BİLOKCUOĞLU

2.  Brief History
 The Natural Approach: Theoritical Base
 Applications in Class
 Advantages/Disadvantages
 Discussion

3. - The term natural approach (or natural method) was first used in the
nineteenth century to describe teaching methods, such as the direct
method, that tried to reflect the processes of learning a first language.
- . The term was revitalized by Tracy Terrell in the 1970s to describe a
similar kind of approach.
- At the beginning, learners were introduced to meaningful language,
not ‘squeezed’ to speak until they felt ready to, and they are neither
‘fixed’ or given explicit grammar instruction.
- The method was featured by a lot of teacher talk, made
comprehensibility through the utilization of visual aids and actions.
The method was approved by Stephen Krashen, whose input
hypothesis gave it theoretical validity.

4. The Natural Approach and the Communicative Approach are based
upon the similar theory and philosophy. The Natural Approach to L2
teaching rises on the following hypotheses:
 1. The acquisition-learning distinction hypothesis
Adults can "get" a second language much as they learn their first language,
through informal, implicit, subconscious learning. The conscious, explicit,
formal linguistic knowledge of a language is a different, and often non-
essential process. Acquisition occurs in the natural and unconscious way,
whereas Learning is the process in which conscious rules about the language are
developed. Learning needs formal teaching and does not lead to acquisition.
 2. The natural order of acquisition hypothesis
L2 learners acquire forms in a predictable order. This order very closely
parallels the acquisition of grammatical and syntactic structures in the first
language. Certain grammatical structures or morphemes are acquired before
others. Errors are considered as signs of naturalistic developmental processes.

5. 3. The monitor hypothesis
Conscious learning can function as a monitor or editor that
checks and repairs the output of the acquired system. Fluency in
L2 comes from the acquisition process. The application of the monitor
function requires time, focus on form and knowledge of the rule
 4. The input hypothesis
People acquire language best by being exposed to input that is
slightly above their current level of competence. Language is
acquired through comprehensible input. If an L2 learner is at a
certain stage in language acquisition and he/she understands
something that includes a structure at the next stage, this helps
him/her to acquire that structure. Thus, the i+1 concept, where
i= the stage of acquisition. Caretaker speech, repetition, use of
Yes/No more than WH questions help to make the input more
comprehensible.

6. 5. The affective hypothesis
People with certain personalities and certain motivations
perform better in L2 acquisition. Learners with high self-esteem
and high levels of self-confidence acquire L2 faster. Also, certain
low-anxiety pleasant situations are more ‘’conducive’’ to L2
acquisition.
 6. The filter hypothesis
There exists an affective filter or "mental block" that can
prevent input from "getting in." Pedagogically, the more that is
done to lower the filter, the more acquisition can take place. A
low filter is achieved through low-anxiety, relaxation, non-
defensiveness.

7.  7. The aptitude hypothesis
There is such a thing as a language learning aptitude, that is, the
learner’s innate ability to learn L2 quickly and easily. This
aptitude can be measured and is highly correlated with general
learning aptitude. However, aptitude relates more to learning
while attitude relates more to acquisition.
 8. The first language hypothesis
The L2 learner will naturally substitute competence in L1
for competence in L2. Learners should not be forced to
use the L1 to generate L2 performance. A silent period
and insertion of L1 into L2 utterances should be expected
and tolerated.

8.  9. The textuality hypothesis
The event-structures of experience are textual in nature and will be
easier to produce, understand, and recall to the extent that discourse or
text is motivable and structured episodically. Consequently, L2
teaching materials are more successful when they incorporate
principles of good story writing along with sound linguistic analysis.
 10. The expectancy hypothesis
Discourse has a type of "cognitive momentum." The activation of
correct expectancies will enhance the processing of textual
structures. Consequently, L2 learners must be guided to develop the
sort of native-speaker "intuitions" that make discourse predictable.

9. Theory of learning
 The Natural Approach is based on the following principles:
 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)
 Conscious learning operates only as a monitor or editor that checks or
fixes the output of what has been acquired. (The monitor hypothesis)
 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. (The input hypothesis)
 The learner's emotional state can act as a filter that hinders or ‘’slows down’’
input necessary to acquisition. (The affective filter hypothesis)

10. IMPLICATIONS FOR ELT
+Provide lots of meaningful and understandable input.
+Use visual aids to support the acquisition of vocabulary.
+The centre of attention in the classroom should be on
reading and listening; speaking should be allowed to
‘emerge!!’ when the right time comes(silent period).
+create a relax classroom atmosphere to decrease the
’affective filter’.

11. + Processor of comprehensible input
+ Teacher creates a classroom atmosphere that is
interesting and friendly to lower the affective
filter.
+Teacher chooses a rich mix of classroom
activities, preferably realia (brochures, maps,
advertisement, menus, schedules etc.) more
than textbooks.

12. Advantages:
1. Students acquire the target language in a natural and easy
way.
2. Teaching materials are designed very well. Students can
acquire language from easy to difficult, from simple to
complex, and from concrete to abstract.
Disadvantages:
1. Students may use the target language fluently, but they
cannot use it accurately.
2. Teachers should collect various teaching aids and use
them appropriately.

13. Richard J.C and Theodore S. Rodgers (2001), Approaches and Methods in language
teaching, Cambridge Lanaguage Teaching Library, Cambridge Uni. Press.
Notes from the MA course lectured by Asst. Prof. Dr. Sonuç DİMİLİLER, 2008

14.  "The superior teacher has regularly gotten
superior results regardless of the method.“
from William E. Bull's Spanish for Teachers: Applied
Linguistics, c. 1965

15.  FOR BEARING WITH ME 