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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
THE NATURAL
APPROACHPresented By :1. Tri
Kusnandi/02045100412. Mazulfah /02045100183. Arif
Silawati/0204510006
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
Although the original concept of theNatural Approach stemmed from Tracy Terrell’s experiences teaching Spanish
classes, it was Stephen Krashen who hasmade the Natural Approach internationallyfamous as well as heatedly debated. To
begin with, Krashen states that distinctionshould be made between learning and
acquisition in second language acquisition (SLA), which is similar to Chomsky’s
distinction between linguistic competenceand linguistic performance.
Background
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
For Krashen, conscious learningprocess is the memorization of
explicit grammar rules and linguisticforms, and subconscious acquisition
process involves the internalization of
the language’s structure based onthe comprehensible input that theacquirer receives in a low anxiety
environment. In terms of languagetheory, on the one hand, the Natural
Approach is similar to othercommunicative approaches whichfocus on teaching communicative
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
On the other hand, the NaturalApproach advocates the use of Total
Physical Response (TPR) activities,especially at the beginning level of
language learning when the learner,
or perhaps more specifically theacquirer, does not feel ready to talk.
In fact, one important claim of theInput Hypothesis is that people
acquire language best if they aregiven input that is slightly higher
than their current level of competence.
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
Krashen did not really give certain learning and
teaching activities for us to follow. Rather, hepresented five major hypotheses which gave us
a hotly disputed rationale behind SLA but notclear procedures or techniques. For example,
The Natural Approach focuses on theimportance of listening comprehension as thebasis for language acquisition (The Acquisition-Learning Hypothesis). It also stresses that self-
confident learners with high motivation are
successful learners and that teachers shouldcreate a learning environment which promotes
self-confidence (The Affective Filter Hypothesis).
.
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
The Natural Approach was based upon Krashen’s theories of second language acquisition, and his Five Hypotheses..Theory
Krashen’s Five Hypotheses
The Acquisition/Learning Hypothesis: claims that there are two
distinctive ways of developing second language competence:
acquisition, that is by using language for “real communication”
learning .. "knowing about" or “formal knowledge” of a language
The Natural Order hypothesis; 'we acquire the rules of language in a
predictable order'
The Monitor Hypothesis: 'conscious learning ... can only be used as a
Monitor or an editor' (Krashen & Terrell 1983) and cannot lead to fluency
The Input Hypothesis: 'humans acquire language in only one way - by
understanding messages or by receiving "comprehensible input"'
The Affective Filter Hypothesis: 'a mental block, caused by affective
factors ... that prevents input from reaching the language acquisition
device' (Krashen, 1985, p.100)
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
The contrasts between Acquisition and Learning can be
tabulated as follows:Acquisition Learning
Implicit, subconscious Explicit, conscious
Informal situations Formal situations
Uses grammatical ‘feel’ Uses grammatical rules
Depends on attitude Depends on aptitudes
Stable order of acquisition Simplex to complex order of learning
(Vivian Cook)
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
The contrasts between Acquisition and Learning can be
tabulated as follows: The use of the term ‘Natural Approach’ rather than ‘Method’highlights the development of a move away from ‘method’
which implies a particular set of features to be followed,almost as a panacea, to ‘approach’ which starts from somebasic principles which are then developed in the design anddevelopment of practice in teaching and learning. It is nowwidely recognised that the diversity of contexts requires an
informed, eclectic approach. To quote Nunan:
It has been realized that there never was and probably neverwill be a method for all, and the focus in recent years has
been on the development of classroom tasks and activitieswhich are consonant with what we know about second
language acquisition, and which are also in keeping with thedynamics of the classroom itself (Nunan 1991: 228)
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
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Cook presents a Combined model of acquisition and production
on his website
For Krashen, a conscious knowledge of grammar rules is of limited value and can
at most enable the student to ‘monitor’production (Krashen 1982: 15).
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
The Natural Approach, with echoes of the‘naturalistic’ approach of the Direct Method,
was developed by Krashen and Terrell (1983).It emphasised “Comprehensible Input”,distinguishing between ‘acquisition’ – a natural
subconscious process, and ‘learning’ – aconscious process. They argued that learning
cannot lead to acquisition. The focus is onmeaning, not form (structure, grammar).
Language Learning
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
Nunan’s overview of the Natural Approach (1989, 194-195),
adapted here, outlines its characteristics:
Theory of
language
Theory of
Learning
Objectives Syllabus
The essence of
language is
meaning.Vocabulary not
grammar is the
heart of language
There are 2 ways
of L2 language
development:Acquisition a
natural sub-
conscious
process;
Learning a
consciousprocess. Learning
cannot lead to
acquisition
Designed to give
beginners/
intermediatelearner
communicative
skills. Four broad
areas; basic
personal
communicativeskills
(oral/written);
academic learning
skills
(oral/written)
Based on a
selection of
communicativeactivities and
topics derived
from learner
needs
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
Activity types Learner roles Teacher roles Roles of materials
Activities allowing
comprehensible
input, about things
in the here-and-
now. Focus onmeaning not form
Should not try and
learn language in
the usual sense,
but should try and
lose themselves inactivities involving
meaningful
communication
The teacher is the
primary source of
comprehensible
input. Must create
positive low-anxiety climate.
Must choose and
orchestrate a rich
mixture of
classroom
activities
Materials come
from realia rather
than textbooks.
Primary aim is to
promotecomprehension
and
communication
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Theory of Language Learning Lecturer: Dr. DwiRukmini,M.Pd
Copy right @Mr.Andy/Zulfa/Arif-Groupb-PPSunnes2010
Thank You