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The document discusses the Natural Approach developed by Tracy Terrell and Stephen Krashen. Some key points: - The Natural Approach focuses on teaching communicative abilities through meaningful input and a low-anxiety environment. - Krashen's theories that underlie this approach include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis. - Learners' role is to process comprehensible input, while teachers' role is to provide a constant flow of comprehensible input through a variety of activities and a low-anxiety classroom environment. - Total Physical Response is a suitable method as it maintains a constant flow of comprehensible
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The natural approach quiz
1. The document discusses Stephen Krashen's Natural Approach to language teaching. The Natural Approach focuses on acquiring language through meaningful communication and emphasizes using context and extra linguistic cues to understand language.
2. Key aspects of the Natural Approach discussed include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
3. Total Physical Response is considered a suitable method as it maintains a constant flow of comprehensible input through gestures, context, and repetition, allowing students to understand language without pressure to produce perfect grammar.
Natural Approach
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).
Natural approach (1)
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
The natural approach
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Learning theories and approaches
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
Cognitive code learning
Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
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The natural approach quiz
1. The document discusses Stephen Krashen's Natural Approach to language teaching. The Natural Approach focuses on acquiring language through meaningful communication and emphasizes using context and extra linguistic cues to understand language.
2. Key aspects of the Natural Approach discussed include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
3. Total Physical Response is considered a suitable method as it maintains a constant flow of comprehensible input through gestures, context, and repetition, allowing students to understand language without pressure to produce perfect grammar.
Natural Approach
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).
Natural approach (1)
This document discusses the Natural Approach to teaching English as a second language. It provides background on the development of the Natural Approach by Tracy Terrell and Stephen Krashen in the 1970s. The Natural Approach is based on second language acquisition theory and emphasizes comprehensible input, communication, and meaning over practice and accuracy. It outlines the key principles of the Natural Approach, including the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
The natural approach
The Natural Approach is a language teaching method based on principles of natural language acquisition. It aims to help beginners become intermediate learners while enhancing communication skills through a focus on meaningful input. Key principles include using TPR activities, delaying speech production, creating a relaxed environment, and providing comprehensible input slightly above learners' levels. Techniques involve TPR, group work, games and role-plays to practice the target language while minimizing error correction. The goal is a communicative syllabus focusing on oral and written skills through a logical sequence emphasizing meaning, vocabulary and target language use. Potential weaknesses include passive learners during silent periods and uncertainty around error treatment and appropriate input levels.
The Natural Approach
The Natural Approach is a language teaching method based on theories of second language acquisition. It focuses on providing students with comprehensible input through meaningful communication activities. Students progress through three stages: pre-production, early production, and speech emergence. The teacher acts as a source of input, manager of the learning environment, and director of classroom activities. The key principles are that language acquisition occurs naturally through communication, errors are accepted, and students should not be forced to produce language before they are ready.
Learning theories and approaches
This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
Cognitive code learning
Cognitive code learning refers to a theory of second language teaching developed in the 1960s based on two models: cognitivist psychology focusing on mental processes involved in knowledge acquisition, and generative grammar which looks at structural applied linguistics. It was advocated by B. Carroll and Kenneth Chastain as an alternative to audiolingual methods. The teacher's role is to build on existing knowledge, help students relate new concepts to their own experiences, avoid rote learning, and clarify relationships, while the student takes greater responsibility for their own learning by learning from errors and connecting new knowledge to prior understanding.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
Monitor Model of Second Language Acquisition
1. Stephen Krashen (1941-) is a linguist and professor emeritus at USC who developed the Monitor Model of second language acquisition, consisting of five hypotheses:
2. The Acquisition-Learning Hypothesis proposes that adults acquire a second language unconsciously, like children, but also learn language consciously through formal instruction.
3. The Monitor Hypothesis states that acquired competence initiates language use while learned competence acts as an editor or monitor under certain conditions.
The natural approach
The natural approach to teaching second language students involves four stages: comprehension, early production, speech emerges, and intermediate fluency. During the initial comprehension stage, teachers should use visual aids, speak slowly, and not require English practice. The early production stage involves yes/no answers and one-word responses. The speech emerges stage includes short phrases and dialog. Finally, the intermediate fluency stage focuses on longer phrases, sentences, and narratives. Throughout the process, the natural approach emphasizes meaning over grammar and uses the native language, visuals, and a comfortable classroom environment to lower anxiety and facilitate acquisition.
The Natural Approach Summing It Up
The Natural Approach is a language acquisition method developed in the 1980s based on how children acquire their first language. It focuses on comprehending meaningful content rather than form. The goal is to develop basic interpersonal communication skills. The approach has 4 stages: 1) Pre-Production where students are shy and non-verbal, using pictures. 2) Early Production using 1-2 words. 3) Speech Emergence using phrases and sentences. 4) Intermediate Fluency able to understand for academic purposes and do complex tasks. The levels provide useful guidance for both new and experienced ELL teachers.
Sla 1 Bhvrsm
The document summarizes three major traditions in second language acquisition: behaviorism, structural linguistics, and cognitive approaches. It focuses on behaviorism and its influence on early approaches like contrastive analysis and audiolingualism which viewed language learning as habit formation. Later, error analysis emerged which saw learner errors as significant and led to the idea of an internal language learning process. Research also found limited evidence for contrastive analysis predictions, pointing to more developmental and innate factors in acquisition.
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
Revised sla video lecture slides
This document provides an introduction and outline for a course on Second Language Acquisition. The course aims to introduce students to major concepts and theories of SLA. The introduction defines SLA and outlines some functions that a second language can serve. The core issues section discusses learner factors like prior L1 knowledge, cognitive maturity, and affective factors. It also addresses the role of metalinguistic awareness and corrective feedback. The outline lists topics to be covered in Unit 1, including brief definitions of key terms related to SLA research.
MLE 501 - Language Acquisition, Education, and the Discovery of the Human Per...
The document discusses Stephen Krashen's five hypotheses of language acquisition. It summarizes Krashen's hypotheses which distinguish between language acquisition and learning, emphasize the importance of comprehensible input, posit a natural order of language acquisition, describe the role of affective factors like motivation and anxiety, and view errors as a natural part of the learning process rather than something to be eliminated. The document argues that Krashen's hypotheses provide guidance for effective language teaching by creating environments similar to natural language acquisition, ensuring comprehensible input, employing a communicative rather than grammatical syllabus, reducing anxiety and increasing motivation, and viewing errors as indicators of learning.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
The Natural Approach
Stephen Krashen developed the Natural Approach method of language teaching in the late 1970s. The Natural Approach aims to foster naturalistic language acquisition in the classroom by emphasizing communication over explicit grammar study and correction. It also strives to create a low-anxiety environment by not forcing language output and allowing students time to absorb language through comprehensible input. Key principles of the Natural Approach include the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the natural order hypothesis, and the affective filter hypothesis. Krashen believes that language acquisition occurs most effectively through meaningful communication and comprehension, not through direct instruction.
Applied linguistics revision of theories
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
The Natural approach
This a very detailed presentation about the Natural approach, which can help English Language teacher and applied linguistics students.
Kreshen's theory on language acquisition
Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
4) The Input Hypothesis argues comprehensible input above one's level drives acquisition, not direct teaching of speech.
5) The Affective Filter Hypothesis describes how anxiety can prevent acquiring
Krashen, five central hypothesis
1. Stephen Krashen developed five central hypotheses about language acquisition in the 1980s that transformed language teaching, including the acquisition-learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
2. The acquisition-learning hypothesis distinguishes between conscious learning and unconscious acquisition of a language and claims learning does not necessarily become acquisition.
3. The monitor hypothesis states that learned knowledge only functions as an editor and acquisition initiates fluency, with three problematic conditions for monitor use.
Theories of foreign_language_acquisition_pre
Basic introduction of Foreign Language Acquisition Theories for Mphil class .First Semester in English Linguistics
Theories of second language learning
Krashen proposed five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and unconscious acquisition of a language. Learning does not necessarily become acquisition.
2) The Monitor Hypothesis states that learned grammar only helps to edit and monitor speech after it is initiated through acquired competence.
3) The Natural Order Hypothesis claims that language rules are acquired in a predictable order, not determined by simplicity or teaching order.
4) The Input Hypothesis argues that language is acquired by understanding messages at levels slightly above one's current competence.
5) The Affective Filter Hypothesis proposes that factors like motivation and self-confidence can lower
Natural Approach
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
Natural approach
The document discusses the Natural Approach theory of language acquisition proposed by Stephen Krashen. The key points are:
1) The Natural Approach hypothesizes that language acquisition occurs similar to how children acquire their native language through meaningful interaction and communication, rather than formal language learning.
2) Acquisition refers to the subconscious process of developing competence in a language through natural interactions, whereas learning refers to a conscious process of formal instruction and studying the language.
3) Factors like personality, motivation, and language irregularity can impact the effectiveness of acquisition versus learning. Introverted learners may benefit less from formal learning.
Approaches to language teaching
This document summarizes and compares several different approaches to language teaching, including grammar-translation, audio-lingualism, cognitive-code teaching, and versions of the direct method. It also discusses newer approaches like Asher's Total Physical Response Method, Terrell's Natural Approach and Lozanov's Suggestopedia. For each approach, it outlines the key features and evaluates them based on how well they satisfy the requirements for optimal language input and whether they emphasize learning over acquisition. Overall, newer approaches that prioritize comprehensible input are shown to produce better results than older methods that fail to meet input requirements or overemphasize conscious learning.
Power point byron benitez
This document summarizes theories and concepts related to language acquisition and learning. It discusses:
- Theories of first language acquisition including behaviorist, nativist, and functional approaches.
- Similarities and differences between first and second language acquisition, including neurological factors.
- Learning theories including behaviorist, cognitive, and constructivist perspectives.
- Factors that influence second language learning such as stereotypes, acculturation, culture shock, transfer between languages, and errors vs mistakes.
- The relationship between language forms and functions.
- Models of second language acquisition including Krashen's input hypothesis and cognitive constructivist approaches.
Language learning cognitive approach (1)
The cognitive approach to language learning deals with mental processes like memory and problem solving. It emphasizes that language learning is an active mental process, not just habit formation. The cognitive approach focuses on learning strategies that are compatible with learners' cognitive styles. Teachers encourage learners to think about their cognitive preferences and how to optimize learning. Grammar can be taught deductively or inductively, and errors are seen as part of the learning process. The role of the teacher is to analyze the language being taught and explore different student needs, while students take responsibility for their own learning.
The natural approach quiz
1. The document discusses Stephen Krashen's Natural Approach to language teaching. The Natural Approach focuses on acquiring language through meaningful communication and emphasizes using context and extra linguistic cues to understand language.
2. Key aspects of the Natural Approach discussed include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
3. Total Physical Response is considered a suitable method as it maintains a constant flow of comprehensible input through gestures, context, and repetition, allowing students to understand language without pressure to produce perfect grammar.
The Multiple INtelligences
The document summarizes three language teaching approaches: Multiple Intelligences, the Lexical Approach, and the Natural Approach.
Multiple Intelligences recognizes different types of intelligence and focuses on individual learner differences. The Lexical Approach views words and phrases as the basic building blocks of language over grammar.
The Natural Approach is based on meaningful communication without translation. It focuses on acquiring language through comprehensible input and reducing anxiety.
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Monitor Model of Second Language Acquisition
1. Stephen Krashen (1941-) is a linguist and professor emeritus at USC who developed the Monitor Model of second language acquisition, consisting of five hypotheses:
2. The Acquisition-Learning Hypothesis proposes that adults acquire a second language unconsciously, like children, but also learn language consciously through formal instruction.
3. The Monitor Hypothesis states that acquired competence initiates language use while learned competence acts as an editor or monitor under certain conditions.
The natural approach
The natural approach to teaching second language students involves four stages: comprehension, early production, speech emerges, and intermediate fluency. During the initial comprehension stage, teachers should use visual aids, speak slowly, and not require English practice. The early production stage involves yes/no answers and one-word responses. The speech emerges stage includes short phrases and dialog. Finally, the intermediate fluency stage focuses on longer phrases, sentences, and narratives. Throughout the process, the natural approach emphasizes meaning over grammar and uses the native language, visuals, and a comfortable classroom environment to lower anxiety and facilitate acquisition.
The Natural Approach Summing It Up
The Natural Approach is a language acquisition method developed in the 1980s based on how children acquire their first language. It focuses on comprehending meaningful content rather than form. The goal is to develop basic interpersonal communication skills. The approach has 4 stages: 1) Pre-Production where students are shy and non-verbal, using pictures. 2) Early Production using 1-2 words. 3) Speech Emergence using phrases and sentences. 4) Intermediate Fluency able to understand for academic purposes and do complex tasks. The levels provide useful guidance for both new and experienced ELL teachers.
Sla 1 Bhvrsm
The document summarizes three major traditions in second language acquisition: behaviorism, structural linguistics, and cognitive approaches. It focuses on behaviorism and its influence on early approaches like contrastive analysis and audiolingualism which viewed language learning as habit formation. Later, error analysis emerged which saw learner errors as significant and led to the idea of an internal language learning process. Research also found limited evidence for contrastive analysis predictions, pointing to more developmental and innate factors in acquisition.
Cognitive Approaches to Second Language Acquisition
This document provides an overview of cognitive approaches to second language acquisition (SLA). It discusses two main groups of cognitive theorists: processing approaches and emergentist/constructionist approaches. Processing approaches investigate how learners process linguistic information and develop this ability over time, focusing on computational dimensions of language learning. Emergentist approaches see language development as driven by associative learning from communicative needs and patterns in language input. Specific cognitive models discussed include McLaughlin's information processing model, Anderson's ACT model, and Pienemann's processability theory. The document also covers Slobin's perceptual saliency approach and its operating principles for first and second language acquisition.
Revised sla video lecture slides
This document provides an introduction and outline for a course on Second Language Acquisition. The course aims to introduce students to major concepts and theories of SLA. The introduction defines SLA and outlines some functions that a second language can serve. The core issues section discusses learner factors like prior L1 knowledge, cognitive maturity, and affective factors. It also addresses the role of metalinguistic awareness and corrective feedback. The outline lists topics to be covered in Unit 1, including brief definitions of key terms related to SLA research.
MLE 501 - Language Acquisition, Education, and the Discovery of the Human Per...
The document discusses Stephen Krashen's five hypotheses of language acquisition. It summarizes Krashen's hypotheses which distinguish between language acquisition and learning, emphasize the importance of comprehensible input, posit a natural order of language acquisition, describe the role of affective factors like motivation and anxiety, and view errors as a natural part of the learning process rather than something to be eliminated. The document argues that Krashen's hypotheses provide guidance for effective language teaching by creating environments similar to natural language acquisition, ensuring comprehensible input, employing a communicative rather than grammatical syllabus, reducing anxiety and increasing motivation, and viewing errors as indicators of learning.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
The Natural Approach
Stephen Krashen developed the Natural Approach method of language teaching in the late 1970s. The Natural Approach aims to foster naturalistic language acquisition in the classroom by emphasizing communication over explicit grammar study and correction. It also strives to create a low-anxiety environment by not forcing language output and allowing students time to absorb language through comprehensible input. Key principles of the Natural Approach include the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis, the natural order hypothesis, and the affective filter hypothesis. Krashen believes that language acquisition occurs most effectively through meaningful communication and comprehension, not through direct instruction.
Applied linguistics revision of theories
The document discusses four major theories of second language acquisition:
1) The behaviorist perspective which focuses on habit formation through practice and reinforcement.
2) The innatist perspective which posits that humans have an innate Universal Grammar that facilitates language learning.
3) The cognitive/developmental perspective which explains language learning through general theories of learning like information processing and interaction.
4) The sociocultural perspective which views language development as arising through social interaction, such as interacting within one's Zone of Proximal Development.
The Natural approach
This a very detailed presentation about the Natural approach, which can help English Language teacher and applied linguistics students.
Kreshen's theory on language acquisition
Krashen proposes five hypotheses to explain second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition similar to first language learning, and conscious learning of rules which does not lead to fluency.
2) The Monitor Hypothesis states that learned rules can only be used to edit output after fluency is developed, not during acquisition.
3) The Natural Order Hypothesis claims language rules are acquired in a predictable order, not necessarily the order taught.
4) The Input Hypothesis argues comprehensible input above one's level drives acquisition, not direct teaching of speech.
5) The Affective Filter Hypothesis describes how anxiety can prevent acquiring
Krashen, five central hypothesis
1. Stephen Krashen developed five central hypotheses about language acquisition in the 1980s that transformed language teaching, including the acquisition-learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
2. The acquisition-learning hypothesis distinguishes between conscious learning and unconscious acquisition of a language and claims learning does not necessarily become acquisition.
3. The monitor hypothesis states that learned knowledge only functions as an editor and acquisition initiates fluency, with three problematic conditions for monitor use.
Theories of foreign_language_acquisition_pre
Basic introduction of Foreign Language Acquisition Theories for Mphil class .First Semester in English Linguistics
Theories of second language learning
Krashen proposed five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and unconscious acquisition of a language. Learning does not necessarily become acquisition.
2) The Monitor Hypothesis states that learned grammar only helps to edit and monitor speech after it is initiated through acquired competence.
3) The Natural Order Hypothesis claims that language rules are acquired in a predictable order, not determined by simplicity or teaching order.
4) The Input Hypothesis argues that language is acquired by understanding messages at levels slightly above one's current competence.
5) The Affective Filter Hypothesis proposes that factors like motivation and self-confidence can lower
Natural Approach
The Natural Approach is a communicative language teaching method developed by Stephen Krashen and Tracy Terrell. It focuses on providing comprehensible input to students through activities like Total Physical Response commands, using pictures to teach vocabulary, and having students observe and describe pictures. The goal is for students to develop basic communication skills and become intermediate language users. Teachers act as the primary source of comprehensible input and create a low anxiety classroom environment to facilitate language acquisition.
Natural approach
The document discusses the Natural Approach theory of language acquisition proposed by Stephen Krashen. The key points are:
1) The Natural Approach hypothesizes that language acquisition occurs similar to how children acquire their native language through meaningful interaction and communication, rather than formal language learning.
2) Acquisition refers to the subconscious process of developing competence in a language through natural interactions, whereas learning refers to a conscious process of formal instruction and studying the language.
3) Factors like personality, motivation, and language irregularity can impact the effectiveness of acquisition versus learning. Introverted learners may benefit less from formal learning.
Approaches to language teaching
This document summarizes and compares several different approaches to language teaching, including grammar-translation, audio-lingualism, cognitive-code teaching, and versions of the direct method. It also discusses newer approaches like Asher's Total Physical Response Method, Terrell's Natural Approach and Lozanov's Suggestopedia. For each approach, it outlines the key features and evaluates them based on how well they satisfy the requirements for optimal language input and whether they emphasize learning over acquisition. Overall, newer approaches that prioritize comprehensible input are shown to produce better results than older methods that fail to meet input requirements or overemphasize conscious learning.
Power point byron benitez
This document summarizes theories and concepts related to language acquisition and learning. It discusses:
- Theories of first language acquisition including behaviorist, nativist, and functional approaches.
- Similarities and differences between first and second language acquisition, including neurological factors.
- Learning theories including behaviorist, cognitive, and constructivist perspectives.
- Factors that influence second language learning such as stereotypes, acculturation, culture shock, transfer between languages, and errors vs mistakes.
- The relationship between language forms and functions.
- Models of second language acquisition including Krashen's input hypothesis and cognitive constructivist approaches.
Language learning cognitive approach (1)
The cognitive approach to language learning deals with mental processes like memory and problem solving. It emphasizes that language learning is an active mental process, not just habit formation. The cognitive approach focuses on learning strategies that are compatible with learners' cognitive styles. Teachers encourage learners to think about their cognitive preferences and how to optimize learning. Grammar can be taught deductively or inductively, and errors are seen as part of the learning process. The role of the teacher is to analyze the language being taught and explore different student needs, while students take responsibility for their own learning.
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The natural approach quiz
1. The document discusses Stephen Krashen's Natural Approach to language teaching. The Natural Approach focuses on acquiring language through meaningful communication and emphasizes using context and extra linguistic cues to understand language.
2. Key aspects of the Natural Approach discussed include the acquisition/learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
3. Total Physical Response is considered a suitable method as it maintains a constant flow of comprehensible input through gestures, context, and repetition, allowing students to understand language without pressure to produce perfect grammar.
The Multiple INtelligences
The document summarizes three language teaching approaches: Multiple Intelligences, the Lexical Approach, and the Natural Approach.
Multiple Intelligences recognizes different types of intelligence and focuses on individual learner differences. The Lexical Approach views words and phrases as the basic building blocks of language over grammar.
The Natural Approach is based on meaningful communication without translation. It focuses on acquiring language through comprehensible input and reducing anxiety.
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The document summarizes three language teaching approaches: Multiple Intelligences, the Lexical Approach, and the Natural Approach. Multiple Intelligences recognizes different types of intelligence and focuses on individual learner differences. The Lexical Approach views words and phrases as the basic building blocks of language rather than grammar. The Natural Approach focuses on meaningful communication over grammatical accuracy and emphasizes acquiring language through comprehensible input.
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This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
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Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
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The Natural Approach developed by Krashen and Terrell focuses on acquiring a second language naturally through comprehensible input, meaningful interaction, and language use in three stages: comprehension, early production, and speech activities. It emphasizes creating a low-anxiety environment and allowing students to produce language when they are ready rather than forcing early speech. The teacher provides input through activities and does not correct student errors. The goal is for students to use the language communicatively.
Natural approach
The document summarizes Stephen Krashen's theory of language acquisition, known as the Natural Approach. It was developed by Krashen and Tracy Terrell in 1983. The theory includes five main hypotheses: 1) acquisition vs learning, 2) natural order, 3) monitor, 4) input, and 5) affective filter. The Natural Approach focuses on providing comprehensible input through activities to help students acquire a language naturally without explicit instruction of grammar rules. The teacher's role is to create a low-anxiety environment and use materials to promote meaningful communication and comprehension.
Inter language theory
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
Approaches and Methods in TESOL - Traditional Methods
This document discusses several traditional language teaching methods: Direct Method, Cognitive-Code Learning, Situational Language Teaching, Grammar Translation Method, and Audiolingual Method. Each method is defined and its key principles and techniques are outlined. The Direct Method teaches vocabulary and grammar directly through demonstration and questions/answers without translation. Cognitive-Code Learning emphasizes the conscious learning of language rules. Situational Language Teaching introduces language points orally within situations. Grammar Translation focuses on translating sentences and texts between the target and native languages. Audiolingual Method uses behaviorist drills to teach correct grammar usage through listening and speaking practice.
Krashen modified [autoguardado]
The document discusses the work and theories of Stephen Krashen, a linguist and researcher. It summarizes several of Krashen's influential theories on second language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis. It also discusses Krashen's views on topics like comprehensible input, sheltered instruction, and the role of error correction in language learning.
El enfoque natural
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.
Krashen's Five Main Hypotheses
Krashen's theories of second language acquisition consist of five main hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. These hypotheses emphasize that acquisition is more important than learning, acquisition occurs through comprehensible input, and affective factors like anxiety and motivation can help or hinder acquisition. The Natural Approach developed by Krashen focuses on providing meaningful input through activities and realia to develop communicative skills in a low-anxiety environment.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
The natural approach presentation
The Natural Approach focuses on acquiring language through meaningful communication and interaction, without explicit grammar instruction. It is based on Krashen's theories of language acquisition, including the idea that acquisition is subconscious and separate from conscious learning. The approach emphasizes understanding messages in the target language through modified input from the teacher.
SLA
This document discusses topics related to second language acquisition, including:
1. Hot topics in SLA research such as explicit vs implicit learning, input, output, and frequency.
2. Theoretical perspectives on SLA including Krashen's Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, and Input Hypothesis.
3. Theoretical views on how a second language can best be learned, including the Grammar Translation Method, Audio-Lingual Methods, and Communicative Approaches.
4. The role of linguistic universals in SLA, including linguistic universals themselves, language typology, and the accessibility hierarchy.
Natural approach by: Abdorrahim moghimi
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in the 1970s-1980s. It is based on five hypotheses: 1) acquisition/learning, 2) monitor, 3) natural order, 4) input, and 5) affective filter. The approach emphasizes comprehensible input through listening and reading activities without early pressure for spoken production. Learners progress from understanding to speaking when ready. The teacher provides input and encourages a low-anxiety environment while respecting learners' developmental stages.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
second language acquisition
The document presents an overview of theories of second language acquisition (SLA). It discusses domains to consider in an SLA theory, including that SLA involves cognitive variations and is intertwined with culture learning. Several SLA theories are then summarized, including Krashen's Input Hypothesis with its sub-hypotheses, cognitive models focusing on attention and implicit/explicit knowledge, and Long's Interaction Hypothesis emphasizing the role of modified interaction between learners and native speakers. The theories represent innatist, cognitive, and social constructivist perspectives on SLA.
Gerda gekai ppt
The Natural Approach was created in 1977 by Tracy Terrell and Stephen Krashen and focuses on teaching communicative abilities through comprehensible input in the target language without using the native language. It views language as a tool for communication and believes students acquire a language through understanding messages slightly above their current level. The teacher's role is to provide comprehensible input, create a comfortable environment, and select varied activities while learners ensure input comprehension and control speech production.
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The recent history of second language learning research sla -presentation...
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Approaches and Methods in TESOL - Traditional Methods
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El documento presenta la secuencia didáctica para las unidades 3 y 4 de inglés en 4to grado. La unidad 3 se enfoca en vocabulario sobre gustos y la unidad 4 en partes del cuerpo. Se utilizarán canciones, juegos y proyectos CLIL para enseñar de manera creativa y desarrollar las habilidades comunicativas de los estudiantes. Las actividades incluyen completar crucigramas, leer cuentos y debatir sobre hábitos saludables. El objetivo es que los estudiantes mejoren su competencia en
PRACTICAL 8
Motherese or caretaker speech provides a supportive environment for children to acquire language through imitation and practice. It features simplified language and positive reinforcement. When teaching English, teachers should incorporate aspects of motherese such as modeling, repetition, and confirmation to help students learn naturally. Behaviorism also influenced language teaching through an emphasis on imitation, practice, and habit formation. Children acquire language by imitating environmental cues and receiving feedback, though behaviorism alone cannot explain more complex grammar acquisition.
Practical 3
The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
Modulo 4
This document provides guidance for trainees on giving effective instructions to young English language learners. It outlines techniques for clarifying instructions, such as getting students' attention, using simple language, repeating instructions if needed, demonstrating tasks, and checking for understanding. Clear instructions are important for classroom management and discipline. The document encourages trainees to consider whether instruction strategies helped learners complete tasks effectively and maintain motivation.
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This document discusses how children learn a second language. It notes that children learn a language naturally through listening, repeating, imitating, interacting, and using the language meaningfully. The ideal context for language learning is immersion in an environment where the target language is used daily and is necessary for communication. The document also discusses how teachers' beliefs about language learning affect their teaching approaches and lessons, and how teachers can observe children's language learning through keeping diaries and recording student interactions.
Last report csmila & belen by estela braun
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
Camila vanesa
- Camila greeted the students with a rhyme and checked homework, writing answers on the board. She introduced the new unit on parts of the body.
- The class listened to and danced to the song "Head and Shoulders, Knees and Toes". Students then colored a clown according to instructions.
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The document summarizes an observation of an English lesson taught by two trainees, Camila V. and Belén E., to a 4th grade class. The observer notes that the trainees designed a dice game that engaged students in using phrases with "There is/are", which was an effective activity. However, the rest of the lesson relied too heavily on activities from the textbook and grammar explanations. The observer provides suggestions on incorporating more creative and communicative activities, limiting grammar explanations, using props to explain vocabulary, and reducing translation.
First observation report
The document provides an observation report for trainee teacher Camila Viñati's lesson on teaching 4th grade students about their favorite things. The lesson went well overall, with Camila demonstrating good teaching skills like speaking loudly and clearly, providing scaffolding, and checking student understanding. Some suggestions for future lessons included playing guessing games about famous people and having students interview others using question words. The teacher educator gave Camila an overall grade of A and 8 out of 10 for her first observed lesson.
Ethnographic
Fourth grade English classes were observed in School n° 6. The observer arrived 15 minutes early and initially felt nervous but then confident. Students asked the observer questions when they entered the classroom. The teacher, Ana, had students work in groups of 2-3 to ask each other questions about supplies like pencils and erasers. Ana explained activities in Spanish and only spoke English when entering or reading activities. She helped students understand and stay engaged in the lesson. Most students were engaged, though some groups needed more help than others to stay on task. The observer enjoyed watching Ana's motivating teaching style, like having students sing to start class.
Padlet first narrative.
Camila Viñati decided to become an English teacher because she enjoyed English and was motivated by her own English teacher. She had some experience observing and teaching young children through "campo de las prácticas". For this year, she fears not being able to select the right material for different topics but hopes to become a good teacher who can create inspiring classes.
Lesson plan 7 camila
The document outlines a lesson plan for two 4th grade classes focused on parts of the body and healthy habits. It includes three activities - a word search on body parts, completing blanks about body parts in an image, and a discussion on healthy and unhealthy habits where students brainstorm and categorize ideas on a poster. The lesson aims to revise vocabulary on body parts, relate adjectives to parts, and teach vocabulary on healthy and unhealthy habits.
Lesson plan 10
The document provides information about an English test being administered at School N°6 Ricardo Gutierrez. It includes details such as the date, teacher in charge, students, timetable, and course book. The lesson plan objective is for students to take an evaluation to review all contents covered during the period. Warm up activities include singing a hello song and writing the date on the board, followed by revision exercises.
Lesson plan 9
This lesson plan is for 4th grade classes D and C at School N°6 Ricardo Gutierrez. The teacher is Ana Gomez Garcia and the trainees are Viñati Camila and Escudero Belén. The lesson will focus on revising vocabulary learned in previous classes including colors, numbers, body parts, and healthy/unhealthy habits. There will be 4 activities: 1) A dice game to review "there is" and school objects. 2) Students answer questions to review personal information. 3) Students complete sentences about monsters using "have/has got". 4) A Twister-style game where students place body parts on rugs with pictures of healthy/unhealthy habits and foods to
Lesson plan 8 clil project
1) The document outlines a lesson plan for a 4th grade English class taught by Ana Garcia at School N°6 Ricardo Gutierrez. 2) The lesson focuses on teaching students about healthy and unhealthy habits as part of a CLIL project on having a healthy body. 3) Activities include brainstorming healthy and unhealthy habits, completing sentences about habits, and playing a Twister-style game to review vocabulary by placing body parts on images of habits and foods.
Practical 20
1. The document discusses Kumaravadivelu's concept of post-method pedagogy, which emerged due to dissatisfaction with limitations of the concept of method and transmission model of teaching.
2. Post-method pedagogy is built as a three-dimensional system consisting of particularity, practicality, and possibility parameters. It aims to facilitate context-sensitive language education and rupture the theorist-practitioner divide by enabling teacher autonomy.
3. Key aspects of post-method pedagogy include moving beyond limitations of method and transmission models, understanding pedagogy broadly in terms of sociocultural influences, and rejecting dichotomies between theorists and teachers.
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This document summarizes the Desuggestopedia language teaching method. It was created by Georgi Lozanov, a Bulgarian psychiatrist, and uses techniques to reduce stress and tap into mental reserves to accelerate language learning. The method heavily incorporates fine arts into a relaxed classroom environment with bright colors and changing posters. Teachers provide indirect positive suggestions through songs, handouts, and gentle error correction to facilitate peripheral learning on two communication planes - linguistic messages and emotional factors. Students are encouraged to remain relaxed and confident while following the teacher's instructions in activities.
Practical 18
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
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Más de la mitad de los niños en Argentina viven por debajo de la línea de pobreza. Un informe reciente muestra que la pobreza afecta al 33% de la población y el 10% son indigentes, debido a la devaluación, aumentos de tarifas y despidos. Muchos niños dejan la escuela para trabajar y ayudar a sus familias. Como maestra, la autora quiere ayudar a sus estudiantes no solo en la escuela sino también fuera, y desea discutir esta realidad en el aula para que los estud
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El documento analiza los NAP (Núcleos de Aprendizajes Prioritarios) para lenguas extranjeras en Argentina. Explica que los NAP se organizan en 4 ciclos con diferentes niveles de aprendizaje y se centran en 6 ejes principales como la comprensión oral, la lectura y la producción oral. Un objetivo clave es promover el diálogo intercultural y ayudar a los estudiantes a integrarse en la sociedad mediante el desarrollo de habilidades de lectura, escritura y conversación en otro idioma.
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Practical 19
- 1. Corral Lucrecia,CesarRasilla,CamilaViñati PRACTICE II, DIDACTICS OF ELT. Adjunto a/c Prof. Estela N. Braun (2016). PRACTICEII MODULE3: METHODS AND APPROACHES. November 3rd . https://www.youtube.com/watch?v=EXJwGFpfCY8 STEPHENKRASHEN 2011 AFTER THE PPT PRESENTATIONAND VIDEOS, INGROUPS OF THREEDISCUSS THE FOLLOWING ISSUES. SHAREYOURFINDINGSWITH THERESTOF THE CLASS. 1. What is the theory of language underlying this approach? 2. What is the implicit theory of learning? 3. Who developed this approach? When was it presented in a book? 4. Summarizethefollowing hypothesis: a. The ACQUISITION/LEARNING Distinction. b. The MONITOR theory. c. The NATURAL ORDER hypothesis. d. The INPUT hypothesis. e. The AFFECTIVEFILTER hypothesis. 5. As regardsthe syllabus, what were theBICS and CALs skills? 6. What are the learners’ and teacher’sroles? 7. Why is TPR a suitablemethod for thisapproach? What are itsassets and itslimitations? 8. Why is TPR a suitablemethod for thisapproach? What are itsassets and itslimitations?
- 2. Corral Lucrecia,CesarRasilla,CamilaViñati 1- Tracy Terrell and Stephen Krashen, who developed the “Natural Approach”, see communication as the primary function of the language. Their approach focuses on teaching communicative abilities as an example of communicative approach. Terrell and Krashen emphasize the primacy of meaning and the importance of vocabulary in which the most important thing is to get the words in. “The input hypothesis states that in order for acquirers to progress to the next stage in the acquisition of the target language, they need to understand input language that includes a structure that is part of the next stage” (Krashen and Terrell 1983:32). They feel that grammatical structure does not require explicit analysis or attention by the language teacher, by the language learner, or in language teaching materials. 2- The Theory of Learning is based on an empirically grounded theory of second language acquisition, which has been supported by a large number of scientific studies in a wide variety of language acquisition and learning contexts. 3- In 1997, Tracy Terrell, a teacher of Spanish in California, and Stephen Krashen, an applied linguist at the University of Southern California, created the Natural Approach. The book “The Natural Approach” was published in 1983. In this book they combined statements of the principles and practices of this approach. It contains theoretical sections that outline Krashen´s views on second language acquisition, and sections on implementation and classroom procedures. 4- The ACQUISITION/LEARNING Hypothesis. It claims that there are two distinctive ways of developing competence on a second language: Acquisition is the “natural” way and it refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning refers to a process in which conscious rules about a language are developed.
- 3. Corral Lucrecia,CesarRasilla,CamilaViñati The MONITOR Hypothesis. Conscious learning can function as a monitor or editor that checks and repairs the output of the acquired system. Itclaims that we may call upon learned knowledgeto correct ourselves when wecommunicate, but that conscious learning has only this function. 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 languageacquisition of English, and a similar natural order is found in second languageacquisition. Errors aresigns of naturalistic developmental processes. The INPUT hypothesis. Itexplains the relationship between whatthe learner is exposed to of a language (the input) and language acquisition. The AFFECTIVEFILTER hypothesis. Krashen sees the learner’s emotional state or attitudes as an adjustablefilter that passes, impedes or blocks input necessary to acquisition. There are three kinds of affective or attitudinal variables related to L2: Motivation: Learners with high motivation generally do better. Self-Confidence: Learners with self-confidenceand good self-image tend to be more successful. Anxiety: Low personal and classroomanxiety are more conductiveto second language acquisition.
- 4. Corral Lucrecia,CesarRasilla,CamilaViñati 5- BIC: Basic Intercommunication Skills. They refer to linguistic skills needed in everyday, social face-to-face interactions. *Basic personal communication skills: oral (e.g. listening to announcements in public places) written (e.g. reading and writing personal letters). CALP: Cognitive Academic Language Performance. It focuses on proficiency in academic language used in the classroomin the various content areas. *Academic learning skills: oral (e.g. listening to a lecture) written (e.g. taking notes in class). 6- Learner Roles: Learners should not try to learn a language in the usual sense. The language acquirer is seen as a processor of comprehensible input. The acquirer is challenged by input that is slightly beyond his/her current level of competence and is able to assign meaning to this input through active use of context and extra linguistic information. Learners can make decisions on when to speak, what to speak about, and what linguistic expressions to use in speaking. Teacher Roles: The teacher is the primary source of comprehensible input in the target language. He/She generates a constant flow of language input. The teacher creates a classroomatmosphere that is interesting, friendly, and in which there is a low affective filter. The teacher must choose a mix of classroomactivities, involving a variety of group sizes, content, and contexts.
- 5. Corral Lucrecia,CesarRasilla,CamilaViñati 7- TPR is a suitable method for this approach because it maintains a constant flow of “comprehensible input”, using key vocabulary items, appropriate gestures, context, repetition, and paraphrase to ensure the comprehensibility of the input. This method emphasizes comprehensible and meaningful practice activities, rather than production of grammatically perfect utterances and sentences.