Preparedby:

Redouane Ouaaziz

Soad Elbassite

Module: Teaching methods

and approaches

Trainer: Ahmed Atlagh

NATURAL APPROACH

Briefly intoduced

Overview

Aims

Theories of language

Principles

Roles of Teacher & Learner

Materials/ activities

Techniques

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DEFINITION

Is a language teaching approach

which claims that language learning is a

reproduction of the way humans

naturally acquire their native language.

OVERVIEW

It was developed and published as a

book by Mr. Stephen Krashen and Tracy

Terrell in 1983.

In the book, Mr. Krashen andMrs. Terrell consider theirapproach as a traditionalmethod.

OVERVIEW

Natural Approach

believes that adults

can still acquire

second languages.

The ability of

language acquisition

does not disappear

as we grow up.

Adults also acquire

language by

following the

principles of

Universal Grammar.

OVERVIEW

The difference between adult and

children acquisition skill is that

adults have two things to follow

when they learn foreign language:

Acquisition and learning. But,

children only acquire the

languages.

AIMS

To help adults in learning the foreign

language naturally.

The learner will be able to pick up the

grammar by themselves when they are

ready.

THEORIES

The Acquisition-Learning hypothesis

The learner has two ways of learning

the second language, which are the

acquired system and the learned

system.

THEORIES

The monitor hypothesis

When the learner can check and correct

language output.

THEORIES

The Natural Order

hypothesis

When people acquire

language by using

grammatical

structures in a

predictable order.

THEORIES

The input hypothesis

People aquire language best

when they are given input slightly

beyond their current level i+1.

The Affective Filter hypothesis

Three states are to be identified:

Motivation: learners with high motivation

generally do better.

Self-confidence: learners with self-

confidence and a good self-image tend to

be more successful.

Anxiety: Low personal anxiety and low

classroom anxiety are more conducive to

second language acquisition.

THEORIES

PRINCIPLES

"Focus of instruction is on communication rather than

its form.“

"Speech production comes slowly and is never

forced.“

"Early speech goes through natural stages

(yes or no response, one- word answers, lists of words,

short phrases, complete sentences.)"

TEACHER´S ROLE

Act as an authority in the class

Imitate the first language learning process

Creatively instruct students to do activities

that benefit the language learning.

LEARNER´S ROLE

Pre-production stage: learners

participate in the language activity

without having to respond.

Early-production stage: learners answer

questions, with single words and short

phrases.

Speech-emergent stage: learners

involve themselves in role plays, games

and other activities.

INSTRUCTIONAL MATERIALS

Make classroom activities as meaningful as

possible and promote comprehension, and

The primary aim of materials is to promote

comprehension and communication.

Pictures and other visual aids are essential,

because they supply the content for

communication

Materials come from the world of realia rather

than from textbooks.

ACTIVITIES

For beginners:

Pointing, handing objects, writing or drawing ,

standing, walking, sitting down

For advanced learners:

Like listening and reading tasks that learners

order pictures, follow written instruction or

maps.

TECHNIQUES

pictures, objects

Mime/ commands

Body language

Audio-visual aids

Memorizing games

STRENGTHS & WEAKNESSES

Strengths

This method is very easy.

Reliable as it’s widely used

There’s no grammar instruction in this

method.

STRENGTHS & WEAKNESSES

Weaknesses

It takes long time and learner can

do only elementary things.

It does not suit for those who do

not have much time.

The method rarely concerns

about correctness

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