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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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?

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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.

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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.

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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.

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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.