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The Natural Approach
Transcript of The Natural Approach
Monitor Hypothesis 03.
Natural Order Hypothesis Language will be acquired in roughly the same logical order by all language learners. Don't expect more from students than what should be possible. 05.
Affective Filter Theory Every suggestion you have seen so far has also focused on creating a low anxiety, high motivation classroom, where the Affective Filter Theory is applied naturally. Acquisition Learning Hypothesis Language is acquired subconsciously. Not through memorization and rules. Monitor Hypothesis The brain has an editor or monitor at work that filters language output through its knowledge of rules that we have learned Natural Order Hypothesis Learners learn language in a natural, predictable order. Input Hypothesis Affective Filter Theory Krashen claims that people acquire language best by understanding input that is at a level just beyond their present level of competence. Krashen believes that 'comprehensible input' (which he calls i+1) should be provided. A learning environment with low anxiety helps learner receive more input and reflect Ensure students are ACQUIRING the language 01.
Acquisition Learning Theory When language is learned instead of acquired, the mind's monitor will often interfere with the ability to produce L2 output fluently. In an ideal language acquisition setting, the monitor should rarely be necessary. If a student new to the language tries to tell a story about a past event but has only learned present tense, avoid correcting.
Instead, encourage the effort and knowledge of vocabulary. Make sure students acquire the language, instead of just learning rules. Focus on expanding vocabulary.
Activities and conversations should engage students so that output is never forced and the input they are receiving is relevant to them. 04.
Input Hypothesis High focus on comprehensible input. Where's the motivation? Make course content interesting and relevant to keep students interested! Always remember that output should not be forced. Forced output creates anxiety and can defeat self confidence, an important aspect of the filter. Students will speak when they feel confident they can contribute. Encourage and reward this confidence. Make sure you are teaching students in a way they will understand, following the natural order. Never discourage them for not knowing more than what they've learned. Error correction is avoided in the Natural Approach. It is a quick way to raise anxiety and discourage further participation. Notice his use of humor in creating a relaxed atmosphere and his use of gestures and actions to portray what he was saying. This assistance takes pressure off of students.
Teacher 1 vs. Teacher 2 intimidation level The best methods are therefore those that supply comprehensible input in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."
-Stephen Krashen Takeaway points
-Never force output
-Give praise and encouragement any time L2 is used
-No error correction or drilling
-Focus on relevance in activities and conversation
-Encourage meaningful, engaging socialization in L2
-Importance of vocabulary
-NEVER revert to L1 Classroom ideas
-Talk in L2 about music, movies that the students enjoy
-Build a strong vocabulary by making words meaningful
-Interesting anecdotes about other cultures
-Play music, create relevant dance moves, and boogie.
Terrell's Additional Perspectives Terrell finds some conscious learning of grammar to be useful, whereas Krashen believes it has no effect on language output ability.
Three stages in speech acquisition:
Binding is particularly important in vocabulary learning in comprehension stage.
Total Physical Response