英语教学法自然法TheNaturalApproach.ppt

The Natural Approach BackgroundApproachDesignProcedureConclusionTheory of languageTheory of learningObjectivesThe syllabusTypes of activitiesLearner rolesTeacher rolesThe role of instructional materialsThe Natural ApproachOutlinePartI:BackgroundlTheNaturalApproachlProposedbyTracyTerrellin1977lIncorporatethenaturalisticprincipleslAttractawiderinterestthansomeotherinnovativelanguageteachingproposals PartI:BackgroundlKrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching.lTraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”.PartI:BackgroundlThenaturalapproachsharesmanyfeatureswiththedirectmethod(naturalmethod).lBotharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;lThenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearnersanxiety.PartI:BackgroundlIndirectmethod,thereareaseriesofmonologuesbytheteacher.lInnaturalapproachAnemphasisonexposureorinput.Optimizingemotionalpreparednessforlearning.Aprolongedperiodofattention.Awillingnesstousematerialsasaresourceofcomprehensibleinput.Part:ApproachlTheoryoflanguagelTheoryoflearningtheacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesisTheory of languagelKrashenandTerrellseecommunicationastheprimaryfunctionoflanguage.lTheimportanceofvocabularyisstressed.lAmasteryofstructuresbystages.(theformula“I+1”)lGrammaticalstructuredoesnotrequireexplicitanalysis.Theory of learning The Five Hypothesis:theacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesis unconscious processconscious processthe way children learn the languagethe way adults learn the languagemeaning focusedgrammar（form）focusedthough understanding language and using language for meaningful communicationthough formal teaching and correction of errorsthe acquisition/learning hypothesislThe acquired linguistic system initiates utterances when we communicate in a second or foreign language.themonitorhypothesislThree conditions limit the successful use of the monitor:Time Focus on form Knowledge of rulesthemonitorhypothesislApredictableorder.lCertaingrammaticalstructuresareacquiredbeforeothers.lErrorsaresignsofnaturalisticdevelopmentalprocesses,duringacquisition,similardevelopmentalerrorsoccurinlearners.thenaturalorderhypothesisthe input hypothesislInorderforacquirerstoprocesstothenextstage,inputlanguagethatincludesastructurethatispartofthenextstage.lKrashenreferstothiswiththeformula“I+1”(e.g.,inputthatcontainsstructuresslightlyabovethelearnerspresentlevel).the input hypothesislItexplainstherelationshipbetweentheinputandlanguageacquisition.1.Relatetoacquisitionnottolearning2.Acquirelanguagebestbyunderstandinginputthatisslightlybeyondtheircurrentlevel.3.Speakingfluencyemergesovertime.4.Ifthereissufficientquantityofcomprehensibleinput,+1willusuallybeprovidedautomatically.the affective filter hypothesislLearnersemotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.the affective filter hypothesisChildrenweak affective filterlow self consciousness,emotional fragility and high self imageAdults strong affective filterhigh self consciousness,emotional fragility and low self imageThreekindsofaffectivevariablesrelatedtosecondlanguageacquisition:MotivationSelf-confidenceAnxietyImplications for language teaching1.Asmuchcomprehensibleinputaspossiblemustbepresented.2.Whateverhelpscomprehensionisimportant.3.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”4.Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.PartIIIDesign1.Objectives2.The Syllabus3.Types of Learning and Teaching Activities4.Learner Roles5.Teacher Roles6.The Role of Instructional MaterialsObjectivesu Function adequately in the target situationu Understand the speaker of the target language u Convey their requests and ideasu Make the meaning clearThe syllabus First,the Natural Approach is primarily designed to develop basic communication skills both oral and written;1.Basic personal communication skills:oral2.Basic personal communication skills:written3.Academic learning skills:oral4.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 syllabusTypes of Learning and Teaching ActivitieslPresent comprehensible input;lFocus on objects in classroom and on the content of pictures；lMinimize learner stress and anxiety;maximize learner self-confidence；lGradual progression；lAcquisition activities:focus on meaningful communication；lPair or group workLearner roles Learners roles are seen to change according to their stage of linguistic development.v The pre-production stage:“Participate in the language activity without having to respond in the target language”.v The early-production stage:Respond to either-or questions,use single words and short phrases,fill in charts and use fixed conversational patterns.v The speech-emergent phase:Involve in role play and games,contribute personal information and opinions,and participate in group problem solving.TeacherrolesThe Natural Approach teacher has three central roles.nFirst,the teacher is the primary source of comprehensible input.nSecond,the teacher creates a classroom a relax atmosphere.nFinally,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 ProcedurelPre-production stage:(1)The teacher gives commands to students.(2)Students respond physically.lProduction 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 Thisteachingmethodisbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.Focusoncomprehensionandmeaningfulcommunicationaswellastheprovisionoftherightkindsofcomprehensibleinput.Itsgreatestclaimtooriginalityliesintheemphasisofcomprehensibleandmeaningfulpracticeactivities.AdvantagesTheclassroomconsistingofacquisitionactivitiescanbeanexcellentenvironmentforbeginners.Comprehensibleandmeaningfulpracticeactivitiesareemphasized.Theteachercreatesspeecheswhichenablestudentstointeractusingthetargetlanguage.AdvantagesStudentsarenotforcedtorespondinthetargetlanguageimmediately.Studentsinteractinmeaningfulsituationattheirownlevel.Theteacherknowsstudentsneedsandconcentratesonappropriateandusefulareas.Disadvantages(1)Studentsmayusethetargetlanguagefluently,buttheymaynotuseitaccurately.(2)Teachershavetocollectvariousteachingaidsandusethemappropriately.(3)Itsimplyborrowstechniquesfromothermethods.(4)Thereisnothingnovelaboutitsproceduresandtechniques.(5)Therearestillmanyproblemsintheresearchmethod.