英语教学法自然法TheNaturalApproach.pptx

,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,The Natural Approach,1/44,Background,Approach,Design,Procedure,Conclusion,Theory of language,Theory of learning,Objectives,The syllabus,Types of activities,Learner roles,Teacher roles,The role of instructional materials,The Natural Approach,Outline,2/44,Part I:,Background,The Natural Approach,Proposed by Tracy Terrell in 1977,Incorporate the naturalistic principles,Attract a wider interest than some other innovative language teaching proposals,3/44,Part I:,Background,Krashen and Terrell identified the Natural Approach with,traditional approach,to language teaching.,Traditional Approach is defined as“based on the use of language in communicative situations without recourse to the native language”.,4/44,Part I:,Background,The,natural approach,shares many features with the,direct method,(,natural method,).,Both are based on the idea of enabling,naturalistic language acquisition,in the language classroom;,The natural approach,puts less emphasis on practice,and,more on exposure,to language,input,and on reducing learners anxiety.,5/44,Part I:,Background,In direct method,there are a series of,monologues,by the teacher.,In natural approach,An emphasis on,input,.,Optimizing,emotional preparedness,for learning.,A,prolonged period of attention,.,A,willingness,to use materials as a resource of comprehensible input.,6/44,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”),Grammatical structure does not require explicit analysis.,7/44,Theory of learning,The Five Hypothesis:,the acquisition/learning hypothesis,the monitor hypothesis,the natural order hypothesis,the input hypothesis,the affective filter hypothesis,8/44,unconscious,process,conscious,process,the way,children,learn the language,the way,adults,learn the language,meaning,focused,grammar,（,form,）,focused,though understanding language and using language for,meaningful communication,though formal teaching and,correction of errors,the acquisition/learning hypothesis,9/44,The acquired linguistic system initiates utterances when we communicate in a second or foreign language.,the monitor hypothesis,10/44,Three conditions limit the successful use of the monitor:,Time,Focus on form,Knowledge of rules,the monitor hypothesis,11/44,A,predictable order,.,Certain grammatical structures are acquired,before others,.,Errors are signs of naturalistic developmental processes,during acquisition,similar developmental errors,occur in learners.,the natural order hypothesis,12/44,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,and there is evidence that it is independent of the order in which rules are taught in language classes.,13/44,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”,(e.g.,input that contains structures slightly above the learners present level).,14/44,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 current level,.,3.,Speaking fluency,emerges,over time.,4.If there is sufficient quantity of comprehensible input,+1 will usually be provided,automatically,.,15/44,the affective filter hypothesis,Learners,emotional state or attitude,as an adjustable filter that,freely passes,impedes or blocks,input necessary to acquisition.,16/44,the affective filter hypothesis,Children,weak affective filter,low self consciousness,emotional fragility and high self image,Adults,strong affective filter,high self consciousness,emotional fragility and low self image,Three kinds of affective variables related to second language acquisition:,Motivation,Self-confidence,Anxiety,17/44,Implications for language teaching,As much,comprehensible input,as 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”,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.,18/44,Part III Design,1.Objectives,2.The Syllabus,3.Types of Learning and Teaching Activities,4.Learner Roles,5.Teacher Roles,6.The Role of Instructional Material,s,19/44,Objectives,Function adequately in the target situation,Understand the speaker of the target language,Convey their requests and ideas,Make the meaning clear,20/44,The syllabus,First,the Natural Approach is primarily designed to develop basic,communication skills,both,oral,and,written,;,1.Basic personal communication skills:oral,2.Basic personal communication skills:written,3.Academic learning skills:oral,4.Academic learning skills:written,21/44,“the purpose of a language course will vary according to,the needs of the students,and,their 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 particular set of topics in a given situation.,The syllabus,22/44,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 activities:focus on meaningful communication,；,Pair or group work,23/44,Learner roles,Learners roles are seen to change according to their stage of linguistic development.,The pre-production stage:,“Participate in the language activity without having to respond in the target language”.,The early-production stage:,Respond to either-or questions,use single words and short phrases,fill in charts and use fixed conversational patterns.,The speech-emergent phase:,Involve in role play and games,contribute personal information and opinions,and participate in group problem solving,.,24/44,Teacher roles,The Natural Approach teacher has three central roles.,First,the teacher is,the primary source of comprehensible input.,Second,the teacher,creates a classroom a relax atmosphere.,Finally,the teacher must,choose and,arrange,a rich mix of classroom activities.,25/44,The role of instructional materials,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,.,26/44,Part IV Procedure,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 conversational review.,27/44,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 _.,28/44,Open dialogue,s,:,1,、,_Where are you going?,_To the _.,_What for?,_To_.,2,、_Hi,my name is _.,_Pleased to meet you.Im _.,_Are you from_?,_Yes,(No,Im from_.),29/44,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,.,30/44,Example,First stage:,the,personal identification stage,Purpose:aimed,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,.,31/44,Example,Second stage:consists of giving the students,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 their own views.,32/44,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 young,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&Terrell,1983:79),33/44,A sample lesson,The Natural Approach teacher may also use,charts and 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,weekly 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.,34/44,the,S,equence of a,L,esson,1.The teacher,gives a command,in the target language and,performs,it with the students.,2.The students say nothing.,3.The teacher gives the commands quite quickly.,4.The teacher sits down and issues commands to the volunteers.,35/44,the,S,equence of a,L,esson,5.The teacher,directs,students other than the volunteers.,6.The teacher,introduces new commands,after she is satisfied that 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.,36/44,the,S,equence of a,L,esson,9.The teacher gives the students commands they havent heard before.,10.The teacher writes the commands on the blackboard.,11.,A few weeks later,students who havent spoken before give commands as teacher does.,37/44,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 comprehension 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,.,38/44,Part V,Conclusion,-,Definition,The natural Approach,emphasizes natural communication,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,”,.,39/44,Advantages,The 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.,40/44,Advantages,Students are not forced 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.,41/44,Disadvantages,(1)Students may use the target language fluently,but they,may not use it accurately.,(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.,42/44,Question?,How could you take the“best“of K,ra,shens theories and apply them in the classroom and yet still be mindful of the various problems inherent in his idea about second language acquisition?,43/44,Thank you！,44/44,