The document summarizes The Natural Approach theory of second language acquisition proposed by Stephen Krashen and Tracy Terrell. The theory emphasizes natural language acquisition over formal language learning, prioritizing meaningful communication, vocabulary building, and lowering the affective filter over grammar instruction. It proposes that acquisition occurs through extensive comprehensible input and that students progress through silent, early production, and speech emergence phases. The teacher's role is to provide rich comprehensible input and a low-anxiety classroom environment.

1. T he Natur al
A ppr oach.
Stephen Krashen, Tracy Terrell (1981).In Jack C. Richards&Rodgers,
Theodore,CUP (2001)
Prof. Estela N. Braun. Teacher Training
Programme, Practice II, 2010. Human
Sciences College, UNLPam.

2. Back in California:
 Terrell taught Spanish. Wished to apply
naturalistic principles of SLA.
 Stephen Krashen, an applied linguist, built on
the rationale. “The Natural Approach”(1983).
 Related their approach to the Natural or
DIRECT Method.
 A)Use of language in communicative situations
without recourse to the native language.
 B)Teaching without any reference to grammar.
 C) Textbook examples.

3. Approach :theory of
language.
 Naturalistic language learning in YLE.
 Emphasis on EXPOSURE, INPUT, rather
than on practice.
 Central role of COMPREHENSION.
 COMMUNICATION as the primary
function of language.
 Primacy of MEANING.
 Importance of VOCABULARY.

4. Main Tenets of the
Theory:
 1. The Acquisition/Learning Hypothesis.
 ACQUISITION is the natural way.
Unconscious.Understanding language and
using it for meaningful communication.
 LEARNING :process in which conscious rules
about the language are developed.Requires
formal teaching and does not lead to
acquisition.

5. 2. The Monitor
Hypothesis:
 Conscious learning can function as a
monitor or editor that checks and repairs
the output of the acquired system.
 3 Conditions to Monitor:
 1. Time.
 2.Focus on forms.
 3.Knowledge of rules.

6. 3. The Natural order
Hypothesis.
 Based on SLA, Brown and other studies
(1978).
 Certain grammatical structures or
morphemes are acquired before others.
 Errors are signs of naturalistic
developmental processes.

7. 4. The INPUT
Hypothesis:
 People acquire language best by being
exposed to input that is slightly above their
current level of competence.
 i+1 formula.
 Clues based on situation,
context,extralinguistic information, KOW, make
comprehension possible.
 Caretaker speech, slower rate, repetition, use
of Yes/No more than WH questions help to
make the input more COMPREHENSIBLE.

8. 5. The Affective Filter
Hypothesis
 Krashen considers the learner’s emotional
state as a FILTER that passes, impedes or
blocks the INPUT necessary to acquisition.
 3 kinds of affective or attitudinal variables:
o Motivation.
o Self-confidence.
o Anxiety (fear of emabarrassment, etc.)

9. Implications for ELT
Provide lots of comprehensible input.
Use visual aids to help the acquisition of
vocabulary.
The focus in the classroom should be on
reading and listening;speaking should be
allowed to “Emerge”. Silent Period.
Lower the affective filter. Relaxed
classroom atmosphere.

10. OBJECTIVES
 For beginner students up to Intermediate.
 What they can/won’t be able to do (Page
184)
 THE SYLLABUS:
 BICs.
 CALP.

11. TECHNIQUES:
TPR (James Asher)
Mime, gesture, use of context.
Situation-based practice.
Group work activities.
Whatever minimizes learner’s anxiety
and maximizes learner self-confidence.

12. LEARNER ROLES:
 Processor of comprehensible input.
 Learner decisions on when to speak, what to
speak about, what linguistic expressions to
use.
 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.

13. TEACHER ROLES:
 1.Teacher is primary source of
comprehensible input.
 2. Teacher creates a classroom
atmosphere that is interesting and
friendly to lower the affective filter.
 3. Teacher chooses a rich mix of
classroom activities.

14. ROLE OF
INSTRUCTIONAL
MATERIALS:
 Realia more than textbooks.
 Visual aids.
 Brochures, maps, advertisements,
menus, shedules.
 Syllabus of topics and situations.
 PROCEDURE:
 Mainly TPR.

15. CONCLUSION
 The Natural Approach rejects the formal
grammatical organization of language to
teach it.It is not used at a native level.
 It emphasizes comprehensible and
meaningful practice activities , rather
than production of grammatically perfect
utterances and sentences.