英语教学法自然法TheNaturalApproach

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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44页Part I:BackgroundlThe Natural Approachl Proposed by Tracy Terrell in 1977lIncorpora

2、te the naturalistic principleslAttract a wider interest than some other innovative language teaching proposals第2页/共44页 Part I:BackgroundlKrashen and Terrell identified the Natural Approach with traditional approach to language teaching.lTraditional Approach is defined as“based on the use of language

3、 in communicative situations without recourse to the native language”.第3页/共44页Part I:BackgroundlThe natural approach shares many features with the direct method(natural method).lBoth are based on the idea of enabling naturalistic language acquisition in the language classroom;lThe natural approach p

4、uts less emphasis on practice and more on exposure to language input and on reducing learners anxiety.第4页/共44页Part I:BackgroundlIn direct method,there are a series of monologues by the teacher.lIn natural approach An emphasis on input.Optimizing emotional preparedness for learning.A prolonged period

5、 of attention.A willingness to use materials as a resource of comprehensible input.第5页/共44页Part:Approach 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”)Grammatic

6、al structure does not require explicit analysis.第6页/共44页Theory of learning The Five Hypothesis:the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis 第7页/共44页unconscious processconscious processthe way children lea

7、rn 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 hypothesis第8页/共44页 The acquired linguistic system initiates utteranc

8、es when we communicate in a second or foreign language.the monitor hypothesis第9页/共44页 Three conditions limit the successful use of the monitor:Time Focus on form Knowledge of rulesthe monitor hypothesis第10页/共44页 A predictable order.Certain grammatical structures are acquired before others.Errors are

9、 signs of naturalistic developmental processes,during acquisition,similar developmental errors occur in learners.the natural order hypothesis第11页/共44页the natural order hypothesis some rules tending to come early and other late.The order does not appear to be determined solely by formal simplicity an

10、d there is evidence that it is independent of the order in which rules are taught in language classes.第12页/共44页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”

11、(e.g.,input that contains structures slightly above the learners present level).第13页/共44页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 c

12、urrent 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44页the affective filter hypothesis Learners emotional state or attitude as an adjustable filter that freely passes,impedes or blocks input neces

13、sary to acquisition.第15页/共44页the affective filter hypothesisChildrenweak affective filterlow self consciousness,emotional fragility and high self imageAdults strong affective filterhigh self consciousness,emotional fragility and low self image Three kinds of affective variables related to second lan

14、guage acquisition:Motivation Self-confidence Anxiety第16页/共44页Implications for language teaching1.As much comprehensible input as possible must be presented.2.Whatever helps comprehension is important.3.The focus in the classroom should be on listening and reading;speaking should be allowed to“emerge

15、”4.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.第17页/共44页Part III Design1.Objectives2.The Syllabus3.Types of Learning and Teaching Activities4.Learner Roles5.Te

16、acher Roles6.The Role of Instructional Materials第18页/共44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44页The syllabus First,the Natural Approach is primarily designed to develop b

17、asic 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44页 “the purpose of a language course will vary according to the needs of the students and th

18、eir 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 p

19、articular set of topics in a given situation.The syllabus第21页/共44页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 a

20、ctivities:focus on meaningful communication；Pair or group work第22页/共44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 The early-pro

21、duction 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44页Teacher roles

22、The 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 arrange a rich mix of classroom activities.第24页/共44页The role of instructional material

23、s 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25页/共44页Part IV P

24、rocedure 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 convers

25、ational review.第26页/共44页Open-ended sentences:In this room there is a _.I am wearing a _.In my purse there is a _.In my bedroom I have a _.After class I went to _.第27页/共44页Open dialogues:1、_Where are you going?_To the _._What for?_To_.2、_Hi,my name is _._Pleased to meet you.Im _._Are you from_?_Yes,(

26、No,Im from_.)第28页/共44页Example Since the Natural Approach teacher expects students to be able to be able to deal with a particular set of topics in a given situation,activities in the class are organized in a communicative way.第29页/共44页Example First stage:the personal identification stage Purpose:aim

27、ed primarily at lowering the affective filter by putting the students into situations in which they can get to know each other personally.How:The students learn how to describe themselves,their family,and their friends in the target language.第30页/共44页Example Second stage:consists of giving the stude

28、nts comprehensible input about experiences and allowing for opportunities to engage in conversations about their own experiences.Third stage:consists of input and discussions,concerning opinions.Students discuss political issues,civil rights,family,and so forth,and gain the competence to express the

29、ir own views.第31页/共44页A sample lesson The following is an example of teacher talk based on pictures,which includes examples of all those techniques for encouraging early production.Is there a woman in this picture?(Yes).Is there a man in this picture?(No).Is the woman old or young?(Young).Yes,shes y

30、oung,but very ugly.(Class responds no,pretty).Thats right,she is not ugly,she is pretty.What is she wearing?(Dress).Yes,shes wearing a blue dress.And what do you see behind her?(Tree).Yes,there are trees.Are they tall?(Yes).And beside her is a _(dog).Yes,a large dog is standing to her right.(Krashen

31、&Terrell,1983:79)第32页/共44页A sample lesson T h e N a t u r a l A p p roa c h t e a c h e r m a y a l s o u s e c h a r t s a n d advertisements in their class.They are regarded as good sources of stimuli for giving comprehensible input in the single word stage;timetables,charts of school subjects,wee

32、kly schedule are useful sources.The teacher could also use a form and have students interview each other to get the desired information and fill out the required information in the form.第33页/共44页the Sequence of a Lesson 1.The teacher gives a command in the target language and performs it with the st

33、udents.2.The students say nothing.3.The teacher gives the commands quite quickly.4.The teacher sits down and issues commands to the volunteers.第34页/共44页 the Sequence of a Lesson 5.The teacher directs students other than the volunteers.6.The teacher introduces new commands after she is satisfied that

34、 the first few commands have been mastered.7.The teacher changes the order of the commands.8.When the students make an error,the teacher repeats the commands while acting it out.第35页/共44页the Sequence of a Lesson 9.The teacher gives the students commands they havent heard before.10.The teacher writes

35、 the commands on the blackboard.11.A few weeks later,students who havent spoken before give commands as teacher does.第36页/共44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 compr

36、ehension 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.第37页/共44页Part V Conclusion-Definition The natural Approach emphasizes natural communic

37、ation rather than formal grammar study and is tolerance of learners error.The core of the Natural Approach is language acquisition,which is considered a subconscious process,dependent on two factors:the amount of comprehensible input the students get,and the amount of the students“allow in”.第38页/共44

38、页AdvantagesThe 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.第39页/共44页AdvantagesStudents are not fo

39、rced 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.第40页/共44页Disadvantages(1)Students may use the target language fluently,but they may not use it accurately.

40、(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.第41页/共44页Question?How could you take the“best“of Krashens theories and apply them in the classroom and yet still be mindful of the various problems inherent in his idea about second language acquisition?第42页/共44页第43页/共44页感谢您的观看！第44页/共44页