Profesora

Aparicio Nahír

Estudiante

Pérez Yicel

Teaching without reference to grammatical

analysis.

Central role of COMPREHENSION.

A

C

Q

U

I

S

I

T

I

O

N

It refers to an unconscious process that involves the naturalistic

development of language proficiency through

understanding language and through using

language to meaningful communication.

L

E

A

R

N

I

N

G

It refers to a process in which conscious rules about a language are developed. It results in

explicit knowledge about the forms of a language

and the ability to verbalize this knowledge.

Three conditions limit the successful use of the monitor

TimeFocus on

formKnowledge

of rules

The learning system performs the role of the

'monitor' or the 'editor'. Conscious learning can

function only as monitor or editor that checks and

repairs the output of the acquired system.

it is based on research findings, which

suggested that the acquisition of grammatical

structures follows a 'natural order' which is

predictable. Some grammatical structures are

acquired before others for instance, the present

tense is acquired before the past tense.

The

relationship

between

what the

learner is

exposed to

of a

language

(the input)

and

language

acquisition.

The hypothesis relates to acquisition and not to learning.

The learner improves

when he/she receives

second language

'input' that is one step

beyond his/her current

stage of linguistic

competence.

The ability to speak fluently cannot be taught directly; rather, it “emerges” after s/he has built up linguistic competence by understanding input.

People acquire language best by

being exposed to input that is slightly above their current level of

competence.

Four main issues

Krashen considers the learner’s emotional state or

attitudes as an adjustable filter that passes, impedes or

blocks the input necessary to acquisition. A low affective

filter is desirable, since it impedes or block less of this

necessary input. There are three kinds of affective or

altitudinal variables. and.

Motivation

Self-confidence

Anxiety

The Natural Approach is for beginners and is designed to help them become intermediates.

It has the expectation that students will be able to function adequately in the target language.

They should be able to make the meaning clear but not necessary be accurate in all details of

grammar.

It is important to communicate to learners what they can expect of a course as well as what

they should not expect.

• TPR (James Asher)

• Mimes, gestures, use of context.

• Group work activities.

• Whatever minimizes learner’s anxiety and

maximizes learner self-confidence.

Comprehensible input is presented in the target

language, using:

The language acquirer is seen as a processor of

comprehensible input. Learners’ roles are seen to

change according to their stage of linguistic

development.

Pre

-pro

du

ction s

tage

students participate in the language activity without having to respond in the target language.

Early-p

roduction s

tage

students respond to familiar questions, fixed conversation.

Spe

ech-e

merg

ent

phase

students involve themselves in role-play and games, and participate in group problem-solving.

• The teacher is primary source of

comprehensible input in the target

language

• The teacher creates a classroom atmosphere that is interesting, friendly and in which there is a low affective filter for learning.

• The teacher chooses a rich mix of classroom activities.

• The teacher is responsible for collecting materials and designing their use.