TheNaturalApproach自然法实用教案

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1、 Major components Background Approach Design Procedure Conclusion第1页/共28页第一页，共29页。 Background The concept was proposed by Tracy Terrell in1977 and elaborated by Krashen and Terrells combined statement in their book The Natural Approach, published in 1983. It is different from Natural Method which by

2、 1900 had become known as Direct Method. They both conform to naturalistic principles but Natural Approach places more emphasis on comprehensible input.第2页/共28页第二页，共29页。 这里的自然法不是指19世纪出现(chxin)的自然法，那时的自然法是直接法的前身，与语法-翻译法相对应，强调口语教学。这里的自然法是指70年代后期在美国出现(chxin)的自然法，代表人物是克拉申（Stephen Krashen)和泰勒尔（Tracy Terr

3、ell)。 自然法的指导思想是克拉申的语言习得理论，这种理论重视自然的交际，强调非正式的习得，而不注重形式语法的分析。第3页/共28页第三页，共29页。 Approach Theory of language Krashen and Terrell see communication as the primary function of language and refer to the Natural Approach as an example of a communicative approach.第4页/共28页第四页，共29页。 They emphasize the primacy

4、of meaning and view language as a vehicle for communicating meanings and messages. Acquisition can take place only when people understand messages in the target language.第5页/共28页第五页，共29页。 Krashen和Terrell认为语言最主要的功能(gngnng)是沟通，它是传递信息与意义的工具，唯有了解了目的语所要传达的信息后，习得才会发生。 自然法也被看作是交际法的一个例证。第6页/共28页第六页，共29页。 Th

5、eory of learning The approach is grounded on Krashens language acquisition theory-Krashens Monitor Model. It consists of five hypotheses. The acquisition/learning hypothesis The monitor hypothesis The natural order hypothesis The input hypothesis The affective filter hypothesis第7页/共28页第七页，共29页。第8页/共

6、28页第八页，共29页。 The acquisition/learning hypothesis Acquisition and learning are two independent ways of developing L2 ability. Acquisition is a subconscious process which is similar to the process of learning ones native language while learning is a conscious process in which the learner only obtains

7、L2 linguistic knowledge. Learning, according to Krashen, can not lead to acquisition.第9页/共28页第九页，共29页。 The monitor hypothesis Conscious knowledge obtained through learning can only be used to serve as an editor under two conditions: the first condition is that the learner must be consciously concern

8、ed with accuracy and the second condition is that the learner must know the rule concerned.第10页/共28页第十页，共29页。 The natural order hypothesis The order in which learners acquire the rules of language is predictable but it does neither depend on the perceived formal complexities nor the sequence of teac

9、hing.第11页/共28页第十一页，共29页。 The input hypothesis L2 language proficiency develops when the learner is exposed to sufficient comprehensible input which is a bit beyond the learners current level of competence.第12页/共28页第十二页，共29页。 The affective filter hypothesis The affective filter is a hypothesized ment

10、al barrier which may be up or down. When the learner is poorly motivated and has a high level of anxiety, the filter is up, which will prevent the input from reaching the long-term memory.第13页/共28页第十三页，共29页。 The implications of the five hypotheses for language teaching As much comprehensible input a

11、s possible must be presented. Whatever helps comprehension is important. The focus in the classroom should be on listening and reading; speaking should be allowed to “emerge”. In order to lower the affective filter, student work should center on meaningful communication rather than form; input shoul

12、d be interesting and so contribute to a relaxed classroom atmosphere.第14页/共28页第十四页，共29页。 在语言习得过程中，理解性输入是关键，习得发生在理解目的语传达的意思之后。尽可能增加可理解输入，调用一切有助于理解的手段，重视输入并推迟口头(kutu)表达，以及创造放松环境以降低情感阻碍，这些方法都是建立在这个思想上的。第15页/共28页第十五页，共29页。 Design Objectives The natural approach is for beginners and is designed to help t

13、hem become intermediates. Since the Natural Approach is offered as a general set of principles applicable to a wide variety of situations, specific objectives depend on learner needs and the skill and level being taught.第16页/共28页第十六页，共29页。 The syllabus The purpose of a language course will vary acco

14、rding to the needs of the students and their particular interests. As well as fitting the needs and interests of students, content selection should aim to create a low affective filter, should provide a wide exposure to vocabulary and should resist any focus on grammatical structures.第17页/共28页第十七页，共

15、29页。 Types of learning and teaching activities Techniques recommended by Krashen and Terrell are often borrowed from other methods and adapted to meet the requirements of Natural Approach theory. There is nothing novel about the procedures and techniques advocated for use with the Natural Approach.

16、What characterizes it is the use of these techniques that focus on providing comprehensible input and a relaxed classroom environment.第18页/共28页第十八页，共29页。 Learner roles Learners are expected to participate in communication activities with other learners. But communication activities fail to provide l

17、earners with well-formed and comprehensible input at the I+1 level.第19页/共28页第十九页，共29页。 Teacher roles First, the teacher is the primary source of comprehensible input in the target language. The Natural Approach demands a much more center-stage role for the teacher than do many contemporary communica

18、tive methods.第20页/共28页第二十页，共29页。 Second, the teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. This is achieved in part through such Natural Approach techniques as not demanding speech from the students before they are re

19、ady for it, not correcting students errors, and providing subject matter of high interest to students. 第21页/共28页第二十一页，共29页。 Finally, the teacher must choose and organize a rich mix of classroom activities, involving a variety of group sizes, content, and contexts.第22页/共28页第二十二页，共29页。 The role of ins

20、tructional materials The goal of materials is to make classroom activities as meaningful as possible and to promote comprehension and communication. Pictures, schedules, advertisements, maps, books, and even games are recommended materials. The selection, reproduction, and collection of materials pl

21、ace a considerable burden on the teacher.第23页/共28页第二十三页，共29页。 Procedure The Natural Approach adopts techniques and activities freely from various method sources, such as Total Physical Response, Situational Language teaching, Communicative Language Teaching and so on. It can be regarded as innovativ

22、e only with respect to the purposes for which these methods are recommended and the ways they are used.第24页/共28页第二十四页，共29页。 Conclusion The Natural Approach belongs to a tradition of language teaching methods based on observation and interpretation of how learners acquire both first and second langua

23、ges in nonformal settings. Its greatest claim to originality lies not in the techniques it employs but in their use in a method that emphasizes comprehensible and meaningful practice activities.第25页/共28页第二十五页，共29页。 缺点自然法适用于初学者，具有局限性。没有理论支撑。许多人认为克拉申提出的监察模式理论不具有可证伪性，因此不能称之为理论。此教学法的提出是在美国，对国外移民来说，那里有英语

24、环境(hunjng)，英语作为“二语”（second language)可以“习得”，但对于我们来说，英语只是“外语”(foreign language), 自然法的实施环境(hunjng)不一样了，实践情况会不会不同？第26页/共28页第二十六页，共29页。Thank you!第27页/共28页第二十七页，共29页。感谢您的观看(gunkn)！第28页/共28页第二十八页，共29页。NoImage内容(nirng)总结Major components。Pictures, schedules, advertisements, maps, books, and even games are recommended materials.第二十九页，共29页。