the natural approach 2 - professor arce's...
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TheNaturalApproachProf.MiguelA.ArceRamos
PUCPRELED208
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TheNaturalApproach• TheNaturalApproachisbasedonobservationandtheinterpretationofhowapersonacquirestheirnativelanguage.
• Itrejectstheformalorganizationoflanguagelearning.
• Itappearedin1983andfocusesonlanguageexposure.
• It’sbasedonhowchildrennaturallylearntheirnativelanguage.
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TheNaturalApproach• Thenaturalapproachfocusesoncommunication.
• Itisbasedontheideathatcommunicationisthekeytoacquiringalanguage.
• Grammarandgrammaticalstructuresofalanguageshouldbelearnedonlytofinetunecommunicationskills.
• Inorderforthelearnertoacquirethelanguagethecommunicationmustbeeffective.
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TheNaturalApproach
• TheNaturalApproachisalanguageteachingapproachwhichclaimsthatlanguagelearningisareproductionofthewayhumansnaturallyacquiretheirnativelanguage.
• Theapproachadheresto acommunicativeapproachtolanguageteaching.
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TheNaturalApproach
• WhatreallydistinguishestheNaturalapproachfromothermethodsandapproachesareitspremisesconcerningtheuseoflanguageandtheimportanceofvocabulary.
• Languageisviewedasavehicleforcommunicatingmeaningandmessages.
• Vocabularyisofparamountimportanceaslanguageisessentiallyitslexicon!
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TheNaturalApproach
• Thismeansthatlanguageacquisitioncannottakeplaceunlesstheacquirerunderstandsmessagesinthetargetlanguageandhasdevelopedsufficientvocabularyinventory.
The learnerhasaninitial"silentperiod”
Comprehensionisparamount
Speechemergesnaturally
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TheNaturalApproach
• "Krashen andTerrellsuggestthatlanguagelearningisdifferentfromlanguageacquisition.
• Languagelearningisknowingrulesandhavingaconsciousknowledgeofgrammaraswellastheabilitytoapplytherulestocertainsituations.
• Languageacquisitionistheabilitytospeakandunderstandasecondlanguageeasilyandfluently".
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TheNaturalApproach
• TheNaturalApproachsegmentsthecomplexprocessofSLAintofourbasiclevelsorstagesanddetailsstudentandteacherbehaviorsateachone.
• KnowingthecharacteristicsofeachlevelequipsteacherstocommunicateeffectivelywithELLsandtoselectappropriateteachingstrategies.
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TheNaturalApproach– 4BasicLevels
Pre-production
EarlyProduction
SpeechEmergence
IntermediateFluency
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Level1– Preproduction(500basicwords)
• Studentsatthisstagehaveanywherefrom10hoursto6monthsofexposuretoEnglishandarejustbeginningtolearnthelanguage.
• Atthislevel,theteachershouldbedoingabout90%ormoreofthetalking,andtheELLstudentsshouldlistenandrespondnon-verbally.
• Inorderfortheteacher’sspeechtobecomprehensible,itshouldinclude:pantomime,bodylanguage,facialexpressions,andgestures.
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Level2– EarlyProduction(1,000words)
• Studentsatthisstagehaveanywherefrom3monthsto1year.
• Theycannowbegintoproducesomelanguage,intheformof1to2wordresponsesalongwiththesametypeofnon-verbalresponsesthattheydependedoninlevel1.
• Formulaicchunksoflanguageareemergingaswell,withmostoftheelementsofthechunksremainingunanalyzed.
• OncestudentshavedevelopedrudimentaryvocabularyandsyntaxinEnglish,theirprogressbeginstoexpandrapidly.
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Level3– SpeechEmergence(7,000words)
• Studentsatthisstagehaveanywherefrom1 to3 yearsofexposure.
• Questionstheyarenowabletoanswerinclude“how”and“why,”whichrequirefairlycomplexresponses.
• Becausetheycanunderstandagreatdealandcanexpressthemselvesfairlyeffectively,albeitwithgrammaticalsimplicityanddevelopmentalerrors,ELLsattheSpeechEmergencestagecanparticipateinavarietyofteachingstrategies.
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Level4– IntermediateFluency(12,000words)
• Studentsatthisstagehaveanywherefrom3to4yearsofexposure.
• Theyhavegonebeyondspeakinginphrasesandsimplesentencestobeingabletoengageinextendeddiscourse.
• Thismeansthattheycanparticipateinessaywriting,complexproblemsolving,researchingandsupportingtheirpositions,andcritiquingandanalyzingliterature.
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TheNaturalApproach
• Thisacquisition-focusedapproachseescommunicativecompetenceprogressingthroughthreestages:
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TheNaturalApproach– Howdoesitwork?
• First,theteacherspeaksonlythetargetlanguageandclasstimeiscommittedtoprovidinginputforacquisition.
• Studentsmayuseeitherthelanguagebeingtaughtortheirfirstlanguage.
• Errorsinspeecharenotcorrected;howeverhomeworkmayincludegrammarexercisesthatwillbecorrected.
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TheNaturalApproach– Howdoesitwork?
• Goalsfortheclassaretoemphasize:• Studentsbeingableuselanguageforfunctionaluse.
• totalkaboutideas,• performtasks,• andsolveproblems
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TheNaturalApproach– Howdoesitwork?
• Itfocusesonfourcategoriesofclassroominstructionthatcanfacilitatelanguageacquisition:
Content AffectiveHumanistic Games Problem
Solving
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StephenKrashen’s TheoryofSecondLanguageAcquisition
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Krashen’s TheoryofSecondLanguageAcquisition• TheMonitorModelpositsfivehypothesesaboutsecondlanguageacquisitionandlearning:
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TheoryofLearning- TheAcquisition-LearningHypothesis
• Languageacquisition(anunconsciousprocessdevelopedthroughusinglanguagemeaningfully)
• It’sdifferentfromlanguagelearning(consciouslylearningordiscoveringrulesaboutalanguage)
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TheoryofLearning- TheAcquisition-LearningHypothesis
A learning theory should respond to these two
questions:
What are the psycholinguistic and cognitive processes involved in language teaching?
What are the conditions that need to be met in order for these learning processes to be activated?”
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TheAcquisition-Learning
Hypothesis
Acquisition Learning
implicit,subconscious explicit,conscious
informalsituations formalsituations
usesgrammatical'feel' usesgrammaticalrules
dependsonattitude dependsonaptitude
stableorderofacquisition
simpletocomplexorderoflearning
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TheoryofLearning- TheNaturalOrder
• Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.
• The natural order hypothesis is the idea that children learning their first language acquire grammatical structures in a pre-determined, 'natural' order, and that some are acquired earlier than others.
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TheoryofLearning- TheInputHypothesis
• Peopleacquirelanguagebestfrommessagesthatarejustslightlybeyondtheircurrentcompetence:
• i+1
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TheoryofLearning- TheMonitorHypothesis• Consciouslearningoperatesonlyasamonitororeditorthatchecksorrepairstheoutputofwhathasbeenacquired.
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TheoryofLearning- TheAffectiveFilter
• Affectreferstonon-linguisticvariablessuchasmotivation,self-confidence,andanxiety.
• Accordingtotheaffectivefilterhypothesis,affecteffectsacquisition,butnotlearning,byfacilitatingorpreventingcomprehensibleinputfromreachingthelanguageacquisitiondevice.
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TheoryofLearning- TheAffectiveFilter
• Affectivevariablessuchas:• fear,• nervousness,• boredom,• andresistancetochangecaneffecttheacquisitionofasecondlanguage
• Theypreventinformationaboutthesecondlanguagefromreachingthelanguageareasofthemind.
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Krashen's Five Hypotheses
The NaturalOrderHypothesis
'weacquiretherulesoflanguageinapredictableorder'
TheAcquisition/Learning Hypothesis
'adultshavetwodistinctivewaysofdevelopingcompetencesinsecondlanguages..acquisition,thatisbyusinglanguageforrealcommunication...learning.."knowingabout"language'(Krashen &Terrell1983)
The MonitorHypothesis'consciouslearning...canonlybeusedasaMonitororaneditor'(Krashen &Terrell1983)
The InputHypothesis'humansacquirelanguageinonlyoneway- byunderstandingmessagesorbyreceiving"comprehensibleinput"'
TheAffective FilterHypothesis
'amentalblock,causedbyaffectivefactors...thatpreventsinputfromreachingthelanguageacquisitiondevice'(Krashen,1985,p.100)
Krashen'sCom
prehensionHypothesisM
odelof
L2learning