英语教学法 自然法.pptx

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1、 BackgroundApproachDesignProcedureConclusionTheory of languageTheory of learningObjectivesThe syllabusTypes of activitiesLearner rolesTeacher rolesThe role of instructional materialsThe Natural ApproachOutline第1页/共32页Part I:BackgroundlTheNaturalApproachlProposedbyTracyTerrellin1977lIncorporatethenat

2、uralisticprincipleslAttractawiderinterestthansomeotherinnovativelanguageteachingproposals第2页/共32页 PartI:BackgroundlKrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching.lTraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecourset

3、othenativelanguage”.第3页/共32页Part I:BackgroundlThenaturalapproachsharesmanyfeatureswiththedirectmethod(naturalmethod).lBotharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;lThenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearner

4、sanxiety.第4页/共32页Part I:BackgroundlIndirectmethod,thereareaseriesofmonologuesbytheteacher.lInnaturalapproachAnemphasisonexposureorinput.Optimizingemotionalpreparednessforlearning.Aprolongedperiodofattention.Awillingnesstousematerialsasaresourceofcomprehensibleinput.第5页/共32页Part:ApproachTheory of lan

5、guageTheory of learning the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis第6页/共32页Theory of languageKrashen and Terrell see communication as the primary function of language.The importance of vocabulary is stre

6、ssed.A mastery of structures by stages.(the formula“I+1”)Grammatical structure does not require explicit analysis.第7页/共32页Theory of learning The Five Hypothesis:the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesi

7、s 第8页/共32页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 hy

8、pothesis第9页/共32页The acquired linguistic system initiates utterances when we communicate in a second or foreign language.themonitorhypothesis第10页/共32页Three conditions limit the successful use of the monitor:Time Focus on form Knowledge of rulesthe monitor hypothesis第11页/共32页A predictable order.Certai

9、n grammatical structures are acquired before others.Errors are signs of naturalistic developmental processes,during acquisition,similar developmental errors occur in learners.thenaturalorderhypothesis第12页/共32页the input hypothesisIn order for acquirers to process to the next stage,input language that

10、 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).第13页/共32页the input hypothesis It explains the relationship between the input and language acquisition.1.Relate to acquisiti

11、on 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.第14页/共32页the affective filter hypothesisLearners emot

12、ional state or attitude as an adjustable filter that freely passes,impedes or blocks input necessary to acquisition.第15页/共32页the affective filter hypothesisChildrenweakaffectivefilterlowselfconsciousness,emotionalfragilityandhighselfimageAdultsstrongaffectivefilterhighselfconsciousness,emotionalfrag

13、ilityandlowselfimageThreekindsofaffectivevariablesrelatedtosecondlanguageacquisition:MotivationSelf-confidenceAnxiety第16页/共32页Implications for language teaching1.Asmuchcomprehensibleinputaspossiblemustbepresented.2.Whateverhelpscomprehensionisimportant.3.Thefocusintheclassroomshouldbeonlisteningandr

14、eading;speakingshouldbeallowedto“emerge”4.Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.第17页/共32页Part III Design1.Objectives2.The Syllabus3.Types of Learning and Teaching Activities4.Lea

15、rner Roles5.Teacher Roles6.The Role of Instructional Materials第18页/共32页Objectivesu Function adequately in the target situationu Understand the speaker of the target language u Convey their requests and ideasu Make the meaning clear第19页/共32页The syllabus First,the Natural Approach is primarily designe

16、d 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 第20页/共32页 “the purpose of a language course will vary according to the needs of the s

17、tudents 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

18、.Deal with a particular set of topics in a given situation.The syllabus第21页/共32页Types of Learning and Teaching ActivitiesPresent comprehensible input;Focus on objects in classroom and on the content of pictures；Minimize learner stress and anxiety;maximize learner self-confidence；Gradual progression；

19、Acquisition activities:focus on meaningful communication；Pair or group work第22页/共32页Learner 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

20、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.第23页/共32页

21、Teacher rolesThe 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.第24页/共32页The role of instr

22、uctional 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.第

23、25页/共32页Part IV ProcedurePre-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)Stu

24、dents do conversational review.第26页/共32页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 c

25、omprehensible input.Its greatest claim to originality lies in the emphasis of comprehensible and meaningful practice activities.第27页/共32页AdvantagesTheclassroomconsistingofacquisitionactivitiescanbeanexcellentenvironmentforbeginners.Comprehensibleandmeaningfulpracticeactivitiesareemphasized.Theteache

26、rcreatesspeecheswhichenablestudentstointeractusingthetargetlanguage.第28页/共32页AdvantagesStudents 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.

27、第29页/共32页Disadvantages(1)Studentsmayusethetargetlanguagefluently,buttheymaynotuseitaccurately.(2)Teachershavetocollectvariousteachingaidsandusethemappropriately.(3)Itsimplyborrowstechniquesfromothermethods.(4)Thereisnothingnovelaboutitsproceduresandtechniques.(5)Therearestillmanyproblemsintheresearchmethod.第30页/共32页第31页/共32页感谢您的观看！第32页/共32页