Graduate Studies Program A Research Paper on: The Natural Approach

University of Tripoli Faculty of Languages Department of English Language Graduate Studies Program

A Research Paper on: The Natural Approach

Ahmed Hassan Matug Swidan

Supervised by: Prof. Salem Mdalel

Autumn 2016 0

Introduction: Throughout the history of language teaching methodology, there have been several attempts to create a language-learning situations that resemble closely the way the children learn their first language which seems to us so effortless and enjoyable and so successful in contrast to most classroom language learning situations. (Rivers) In 1977, Tracy Terrell, a teacher of Spanish Language, proposed a new philosophy of language teaching which he called the Natural Approach. This was an attempt in order to develop a language-teaching proposal that incorporated the “naturalistic principles” which had been identified by researchers in the field of second language acquisition. The Natural Approach grew out of Terrell’s experience in teaching Spanish classes. Tracy has collaborated with Stephen Krashen, an applied linguist at the University of Southern California, in elaborating a theoretical rationale for the Natural Approach, drawing on Karshen’s theory of second language acquisition; they combined a statement of the main principles and practices of the Natural Approach and presented them in their book The Natural Approach, published in 1983. The approach has attracted a wide interest largely because it was supported by Krashen. (C.Richards & Rodgers, 1986) The natural approach was outstandingly different from the mainstream approach in the United States in the 1970s and early 1980s, the audio-lingual method. The audio-lingual method highly valued drilling and error correction, whereas these things disappeared almost entirely from the natural approach. The natural approach shares several characteristics with the direct method (which is also known as “the natural method”). Unlike the direct method, however, it places less emphasis on direct repetition, and formal questions and answers, and less focus on accurate production of the target language sentences. The natural approach places a greater emphasis on exposure, or input, rather than practice; optimizing emotional preparedness for learning; and a willingness to use written

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materials as a source of comprehensible input. Both of them are based on the idea of enabling naturalistic language acquisition in classroom

Aims and Objectives The main aim of the natural approach is to develop communicative skills through naturalistic acquisition in classroom setting via exposing students or acquirers to a large amount of target language input and not forcing the students to speak until they are ready.

Features The natural approach lends a great importance to communication and places decrease importance on conscious grammar study and explicit correction of students’ errors. In addition, it seeks to create a stress-free learning environment. The language output is allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input. (Wikipedia, the Free Encyclopedia) The natural approach, as the direct method and the audiolingual method, opposed the idea of focusing on the form, the structure, of the language. In classes that apply the natural approach, students are exposed to the target language and unlike the traditional natural methods (the direct method and the audio-lingual method) students are not forced to speak until they feel that they are ready.

Theory of language Krashen and Terrell see communication as the primary function of language, and since their approach focuses on teaching the communicative skills, they refer to it as an example of a communicative approach. The Natural Approach “is similar to other communicative approaches being developed today” (Krashen & Terrell, 1983, p. 17). They rejected earlier methods such as the audio-lingual method which viewed grammar as the central component of language. According to Krashen and Terrell, the main issue with these methods was that they were not 2

built on theories of language acquisition, but theories of the language structure. (Krashen & Terrell, 1983, p. 1). Krashen and Terrell gave little attention to a theory of language. The only thing they described about the nature of language is the primacy of meaning. Hence, the importance of vocabulary is emphasized. (C.Richards & Rodgers, 1986) Language is regarded as a vehicle for communicating meanings and messages. Therefore, Krashen and Terrell state that “acquisition can take place only when people understand messages in the target language” (Krashen & Terrell, 1983, p. 19). In the natural approach, messages are considered of crucial importance. The lexicon is considered critical for both: perception and production. Krashen and Terrell feel that grammatical structure does not require explicit analysis or attention by the language teacher, learner, nor the language teaching materials. (C.Richards & Rodgers, 1986)

Theory of learning Krashen and Terrell made a continuing reference to the theoretical and research base underlining the Natural approach and to the fact that the method is unique in having such a base. The theory of learning is based Krashen’s language acquisition theory. Here are the principal tenets of the theory: 1. THE ACQUISITION/LEARNING HYPOTHESIS The hypothesis states that there are two distinctive ways of developing competence in a second or a foreign language. Acquisition is the natural way, similar to the manner in which the first language developed in children. Acquisition is an unconscious process that leads to the development of the language proficiency through using the language for meaningful communication. Learning, in contrast, is the conscious process of developing rules about the language. According to the theory, learning cannot lead to acquisition.

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2. THE MONITOR HYPOTHESIS According the Karshen’s theory, conscious learning can only function as a monitor or editor that checks and repairs the output of the learnt language. The conscious learning (i.e. the learned system) has only this function. 3. THE NATURAL ORDER HYPOTHESIS The acquisition of grammatical structures develops in a predictable order. Research has shown that certain grammatical structures are acquired before others in the first language acquisition. 4. THE INPUT HYPOTHESIS People acquire language best by understanding input that is slightly beyond their current level of competence (i+1).1 Understanding takes place through clues based on the situation and the context. 5. THE AFFECTIVE FILTER HYPOTHESIS The emotional state of the leaner is an adjustable filter that freely passes, impedes, or even blocks input necessary to acquisition. A research in second language acquisition has identified three kinds of affective factors related to language acquisition. a. Motivation. Learners with high motivation usually do better. b. Self-confidence. Learners with self-confidence and a good self·image tend to be more successful. c. Anxiety. Low personal anxiety and low classroom anxiety are more favorable to second language acquisition. Acquirers with a low affective filter seek and receive more input; anxious acquirers on the other hand, have a high affective filter, which prevents acquisition from taking place. (C.Richards & Rodgers, 1986)

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(where i is the acquirer's current level of competence) and ( i + 1 is the stage immediately following the i level)

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Types of learning and teaching activities In a class taught according to the Natural Approach, emphasis is put in the early stages on presenting comprehensible input in the target language. Teacher focuses on objects in the classroom and on the content of pictures, as with the Direct Method. In order to reduce stress, learners are not needed to say anything until they feel ready. When learners are ready to talk, the teacher offers understandable language and simple response opportunities. The teacher talks slowly and distinctly, asking questions and eliciting one-word answers. There is a steady progression from Yes/No questions, through eitheror questions, to questions that students can answer using words that they have heard. Charts, pictures, advertisements, and other realia2 are used. Pair or group work may be employed, followed by whole-class discussion led by the teacher.

Learner roles In the Natural Approach, the leaners should not try to learn the language in the traditional sense. The language acquirer is seen as a processor of comprehensible input. Learners' roles change according to their stage of linguistic development. In the pre-production stage students "participate in the language activity without having to respond in the target language" (Krashen & Terrell, 1983, p. 76). For example, they can act out physical commands, identify student colleagues from teacher description, point to pictures, and so forth. In the early-production stage, students respond to either-or questions, use single words and short phrases, fill in charts, and use fixed conversational patterns (e.g., How are you? What's your name?). In the speech-emergent phase, students involve themselves 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. 2

. Real-life facts and materials used in teaching. (Collins English Dictionary, 2006)

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1. The teacher is considered as the primary source of comprehensible input in the target language. In this role teacher is required to generate a constant flow of language input while providing a multiplicity of nonlinguistic clues to assist students in interpreting the input. 2. The teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. This is achieved by not correcting student errors, and providing subject matter of high Interest to students. 3. The teacher must choose and organize a rich mix of classroom activities, the teacher is responsible for collecting materials. These materials, according to Krashen and Terrell, are based not just on teacher perceptions but on student needs and interests.

The role of instructional materials Materials come from the world of realia rather than from textbooks. The materials should promote comprehension and communication. Pictures and other visual aids are important, because they supply the content for communication. They facilitate the acquisition of a large vocabulary within the classroom. Other recommended materials include schedules, brochures, advertisements, maps, and books at levels appropriate to the students

Conclusion The Natural Approach is based on the observation and interpretation of how learners acquire both first and second languages in non-formal settings. It rejects the (grammatical) organization of language as a requirement to teaching. It is based on second language acquisition theories and research. It seeks to make the learning environment as stress-free as possible. However, it has a great demand on the part of the teacher, since he or she has to be creative in selecting activities and materials that have to be of interest to the students.

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Works Cited (2015, 1 12). Retrieved 11 13, 2016, from Wikipedia, the Free Encyclopedia: https://en.wikipedia.org/w/index.php?title=Natural_approach&oldid=642080227 C.Richards, J., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge University Press. Collins English Dictionary. (2006). Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach, Language Acquisition in the Classroom. Uinversity of Califorina . Rivers, W. M. (n.d.). Teaching Foreign-Language Skills (Second ed.). Chicago; London: The University of Chicago Press.

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