英语教学活动法自然法TheNaturalApproach.ppt

The Natural Approach,Background,Approach,Design,Procedure,Conclusion,Theory of language,Theory of learning,Objectives,The syllabus,Types of activities,Learner roles,Teacher roles,The role of instructional materials,The Natural Approach,Outline,Part I: Background,The Natural Approach Proposed by Tracy Terrell in 1977 Incorporate the naturalistic principles Attract a wider interest than some other innovative language teaching proposals,Part I: Background,Krashen and Terrell identified the Natural Approach with “traditional” approach to language teaching. Traditional Approach is defined as “based on the use of language in communicative situations without recourse to the native language”.,Part I: Background,The natural approach shares many features with thedirect method (natural method). Both are based on the idea of enabling naturalistic language acquisition in the language classroom; The natural approach puts less emphasis on practice and more on exposure to language input and on reducing learners anxiety.,Part I: Background,In direct method, there are a series of monologues by the teacher. In natural approach An emphasis on exposure or input. Optimizing emotional preparedness for learning. A prolonged period of attention. A willingness to use materials as a resource of comprehensible input.,Part : Approach,Theory of language Theory of learning the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis,Theory of language,Krashen and Terrell see communication as the primary function of language. The importance of vocabulary is stressed. A mastery of structures by stages. ( the formula “I+1”) Grammatical structure does not require explicit analysis.,Theory of learning,The Five Hypothesis: the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis,the acquisition/learning hypothesis,The acquired linguistic system initiates utterances when we communicate in a second or foreign language.,the monitor hypothesis,Three conditions limit the successful use of the monitor: Time Focus on form Knowledge of rules,the monitor hypothesis,A predictable order. Certain grammatical structures are acquired before others. Errors are signs of naturalistic developmental processes, during acquisition, similar developmental errors occur in learners.,the natural order hypothesis,the input hypothesis,In order for acquirers to process to the next stage, input language that includes a structure that is part of the next stage. Krashen refers to this with the formula “I+1” (e.g., input that contains structures slightly above the learners present level).,the input hypothesis,It explains the relationship between the input and language acquisition. 1. Relate to acquisition not to learning 2. Acquire language best by understanding input that is slightly beyond their current level. 3. Speaking fluency emerges over time. 4. If there is sufficient quantity of comprehensible input, +1 will usually be provided automatically.,the affective filter hypothesis,Learners emotional state or attitude as an adjustable filter that freely passes, impedes or blocks input necessary to acquisition.,the affective filter hypothesis,Three kinds of affective variables related to second language acquisition: Motivation Self-confidence Anxiety,Implications for language teaching,As much comprehensible input as possible must be presented. Whatever helps comprehension is important. The focus in the classroom should be on listening and reading; speaking should be allowed to “emerge” To lower the affective filter, student work should center on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere.,Part III Design,1.Objectives 2.The Syllabus 3.Types of Learning and Teaching Activities 4.Learner Roles 5.Teacher Roles 6.The Role of Instructional Materials,Objectives,Function adequately in the target situation Understand the speaker of the target language Convey their requests and ideas Make the meaning clear,The syllabus,First, the Natural Approach is primarily designed to develop basic communication skills both oral and written; 1. Basic personal communication skills: oral 2. Basic personal communication skills: written 3. Academic learning skills: oral 4. Academic learning skills: written,“ the purpose of a language course will vary according to the needs of the students and their particular interests”. The goals are based on an assessment of student needs. The teacher determine the situations in which the students use the target language and topics. Do not expect students acquire a group of structures Do not organize the activities about a grammatical syllabus. Deal with a particular set of topics in a given situation.,The syllabus,Types of Learning and Teaching Activities,Present comprehensible input; Focus on objects in classroom and on the content of pictures； Minimize learner stress and anxiety; maximize learner self-confidence； Gradual progression ； Acquisition activities: focus on meaningful communication ； Pair or group work,Learner roles,Learners roles are seen to change according to their stage of linguistic development. The pre-production stage: “ Participate in the language activity without having to respond in the target language”. The early-production stage: Respond to either-or questions, use single words and short phrases, fill in charts and use fixed conversational patterns. The speech-emergent phase: Involve in role play and games, contribute personal information and opinions, and participate in group problem solving.,Teacher roles,The Natural Approach teacher has three central roles. First, the teacher is the primary source of comprehensible input. Second, the teacher creates a classroom a relax atmosphere. Finally, the teacher must choose and orchestrate a rich mix of classroom activities.,The role of instructional materials,The primary goal is to make classroom activities as meaningful as possible： By supplying “the extralinguistic context that helps the acquirer to understand and thereby to acquire”. By relating classroom activities to the real world. By fostering real communication among the learners.,Part IV Procedure,Pre-production stage: (1) The teacher gives commands to students. (2) Students respond physically. Production stage: (1) The teacher talks on pictures. (2) Students respond using simple answers (to develop production) (3) Students fill slots of: open-ended sentences; open dialogues (4) Students do conversational review.,Part V Conclusion, This teaching method is based on observation and interpretation of how learners acquire both first and second languages in nonformal settings. Focus on comprehension and meaningful communication as well as the provision of the right kinds of comprehensible input. Its greatest claim to originality lies in the emphasis of comprehensible and meaningful practice activities.,Advantages,The classroom consisting of acquisition activities can be an excellent environment for beginners. Comprehensible and meaningful practice activities are emphasized. The teacher creates speeches which enable students to interact using the target language.,Advantages,Students are not forced to respond in the target language immediately. Students interact in meaningful situation at their own level. The teacher knows students needs and concentrates on appropriate and useful areas.,Disadvantages,(1) Students may use the target language fluently, but they may not use it accurately.(2) Teachers have to collect various teaching aids and use them appropriately.(3) It simply borrows techniques from other methods. (4) There is nothing novel about its procedures and techniques. (5) There are still many problems in the research method.,Thank you！,