The Natural Approach

Premaria Mahaputri
Outline
Background
Approach
Design
Procedure
Discussion
Disadvantages
Conclusion
Background
Natural Approach was proposed by a Spanish teacher, Tracy
and Terrel in 1977
It is an attempt to develop a language teaching proposals that
incorporated the naturalistic in studies second language
acquisition.
Stephen Krashen collaborated. He elaborated the theoretical
sections prepared.
Thats why this is related to Krashen Second language
Acquisition theory.
Krashen focused on the theory; Terrel focused on the
implementation and room procedures.
Krashen

Natural Approach= Traditional

Terrel Theory

This is based on the use of

language as a communicative use
in the situation without the use of
the native language

Thats why some people assumed that Natural Approach

and Direct Method were the same.
Natural Approach VS Direct
Method
Natural Approach Direct Method

Emphasized that this method to conform the

principles of naturalistic principles found in
successful second language acquisition
Emphasized on input, rather than practices.
Emphasized that this method to conform the principles of
Optimizing emotional preparedness for naturalistic language learning in young children
learning.
Emphasized on teachers monologue, direct repetition, and
Students are given time to process what they formal questions and answers sessions.
learned rather than produced it directly in TL. Focused on accurate production of TL

Willingness to use other materials as source

of comprehensible input.
Willingness to use other methods to make the
acquisition of language easier (TPR)
Approach: Theory of Language
Language is for
communication Natural Approach is similar to
Communicative Approach

Krashen and Terrel rejected

earlier method of language
teaching like Audiolingual
Method
Krashen and Terrel gave little
attention to theory of language. It because this method
They emphasized meaning so focused on the structure of
that communication can be language not the actual
successful. And Acquisition theories of language
happened when people acquisition
understand messages in TL.
But even though, Krashen and Terrel viewed language to

communicate, they believed that in order to acquires to

progress to the next stage in acquisition of TL, they need to

understand input (structure). (I+1)

Approach: Theory of Learning

The Natural
The Learning The Monitor
Order
Hypothesis Hypothesis
Hypothesis
Acquisition Conscious The
(unconscious learning can acquisition of
) function only the
Learning as a monitor structures
(conscious) or editor that process in
Learning checks and predictable
cannot lead repairs the way
to output Errors are
acquisition. signs of
naturalistic
development
It is related to Krashens al processes.
language acquisition theory
 The Affective Filter
The Input Hypothesis
Hypothesis
Learners emotional
Hypothesis relates to state or attitude is an
acquisition not adjustable filter that
learning. freely passes, impedes
People acquire or block the necessary
language best by input.
understanding input
that is slightly beyond Motivation
their current level of Self Confidence
competence Level of anxiety
The ability to speak
fluently will emerged in
time after you
understand the input.
If there is a sufficient
quantity of
comprehensible input
As much as comprehensible input should be presented

Whatever things that helps comprehension is important (Visual

aids are useful, like the exposure to a wide range vocabulary
than syntactic structures)
The focus in the classroom should be on listening and reading
(Kreshren emphasized input more than output), speaking will
emerged naturally (after the input is processed, the output will
emerged)

Student should focus on meaningful communication than form

or grammar. This will lower the affective filter like nervousness.
 DESIGN
Objectives

For beginner level language learner to help them become

intermediate level
The The purpose of a language course will be vary depends on the
syllabus students needs and their particular interest (the syllabus is not
grammar syllabus)
The syllabus goals:
1. Basic personal communication skills: Oral (like Listening to announcements in
public places)

2. Basic personal communication skills: Written (like Reading and Writing

personal letters
3. Academic Leaning Skills: Oral (Listening to a lecture)
4. Academic Leaning Skills: Written (Taking notes in the class)
LEARNING AND TEACHING ACTIVITIES

All techniques that will facilitate the objective of Natural

Approach
Like command based activities from TPR.
Questions and Answers based on real life situation like from
Direct Method
LEARNERS ROLE
Group work activities that used in CLL
Learner should provide the teacher their needs
Take an active role in ensuring comprehensible input
Decide when to start producing speech and when upgrade it
Decide the relative amount of time to learn grammar even
understand this by themselves.
TEACHERS ROLE

Teacher as the primary source of comprehensible input in

the TL.
Teacher creates a classroom atmosphere that is interesting,
friendly so there will be low affective filter
Teacher as a orchestrator of the classroom activities

INSTRUCTIONAL MATERIALS ROLE

To make classroom activities as meaningful as possible by supplying

the extralinguistic context that will help the acquiring process
PROCEDURE
We can start with TPR by commanding

Use TPR gestures to teach body parts

Ask the learners to do the command by the teacher (we

can use any prop available in the class)

Asking/Pointing the real context in teaching-learning

activity
Discussion
Nunan (1998) categorized the traditional teachings method into 3.
Nunan used categorization: second language tradition to
categorize natural approach.

Nunan also stated the theory of learning of natural approach by

explaining Krashens hypothesis models.

Nunan also added the essential characteristics or conditions in first

language acquisition (like here and now concept, simplification of
language to young children and the importance of meaning rather
than form) It is other way to say language is for communicating
 Nunan provided activities that are designed to provide comprehensible input:

Affective humanistic activities. This activities are made to lower the

affective filter. It involves feeling, opinion, desire about real life situation or
imagination.

Problem solving activity. Comprehensible input in this kind activity are

from teachers explanation and students discussion.

Game. Game is one way to provide the comprehensible input.

Content activities like presentation slide, document.

All activities that requires many comprehensible inputs.

Nunan often used acquisitionist method
Nunan criticized that this method oversimplified the nature of first language
acquisition and mislead teacher by suggesting it was possible to create the
same condition of first language acquisition.
Lightbrown and Spada (2007) quoted the theory of Krashens hypothesis.

In this book, Krashens hypothesis was under innitiatist perspective that language
is acquired because the innate capacity.

This book did not mention about natural approach, only Krashens hyphotesis
(theory of learning) because its focused on second language acquisition.

In spite of lively criticism and debate, Krashen's ideas were very influential during
a period when second language teaching was in transition from approaches that
emphasized learning rules or memorizing dialogues to approaches that
emphasized using language with a focus on meaning (Theory of Language in
Natural Approach language for communicate)
Communicative Language Teaching, including Immersion and Content-Based
Instruction, has been widely implemented (the techniques of Natural Approach)
Freeman & Anderson (2011) categorized Natural
Approach under Comprehension Approach.
Natural Approach is one such method of
Comprehension Approach.
He stated by making sure that the teachers input
is comprehensible (i+1) so acquisition will proceed
naturally. Creating a low affective filter is also a
condition for acquisition. (Theory of learning).
This book explains natural approach under TPR
chapter. This implies that TPR is technique for
Natural Approach
Disadvantages
Natural approach (acquisitionist method) is a method
that is focused on input, not output.
Misleading the teacher by suggesting its possible to
create of first language acquisition to second language
acquisition.
Conclusion
From these books, Richards and Rodgers book gives more
information then other books.

Natural approach (acquisitionist method) are categorized under

second language tradition in Nunan (1998) and Comprehensible
Approach in Freeman & Anderson (2011)

All books stated the theory of learning. (Krashens hypothesis model)

Nunan (1998) informed various techniques in Natural Approach.