The Natural Approach was developed by Tracy Terrell and Stephen Krashen and was introduced in the book The Natural Approach in 1983. This method is based on observations of how children acquire their native language. It attempts to adapt this process of language acquisition to an adult learning environment.

1. Bilal Ahmed Munj
Roll No. 15915
BS English 6th
Subject: Applied Linguistics and
Pedagogical Grammar
Presented to: Madam Nabiha Qasim

2. The Natural Approach

3. Contents
• History & Background
• Definition
• Theories
1) The Acquisition-Learning hypothesis
2) The monitor hypothesis
3) The natural order hypothesis
4) The input hypothesis
5) The affective filter hypothesis
• Design
• The Syllabus
• Teacher role in natural approach
• Learner role in natural approach
• Procedure of natural approach
• Advantage / Disadvantages of natural approach
• Conclusion

4. • It was developed and published
as a book by Mr. Stephen Krashen
& Mrs. Tracy Terrell in 1983.
• Mr. Stephen Krashen is a famous
linguist – Mrs. Tracy Terrell is an
educational theorist and a
professor at University of
California.
History & Background

5. • Natural Approach believes that adult can still
acquire second languages. The ability of language
acquisition does not disappear as we grow up.
• Adults have LAD. Adults also acquire language by
following the principles of Universal Grammar.
• The different between adult and children
acquisition skill is that adults have two things to
follow when they learn foreign language:
1. Acquisition
2. Learning
• But Children only acquire the language.
• They consider their approaches as a Traditional
method.
Continue……

6. 1.The Acquisition-Learning
hypothesis
2.The monitor hypothesis
3.The natural order hypothesis
4.The input hypothesis
5.The affective filter hypothesis
Theories

7. The Acquisition / Learning Hypothesis

8. • The most basic steps of all in the
Krashen's theory.
• It's the most well known among
linguists and language practitioners.
• The learner has two ways of learning
the second language, which are the
acquired system and the learned
system.
The Acquisition / Learning Hypothesis

9. The Monitor Hypothesis
The learning system performs the role of the
“monitor” or the “editor”. Conscious learning can
function only as monitor or editor that checks and
repairs the output of the acquired system.

10. The Natural Order Hypothesis
 The acquisition of grammatical structures proceeds in a
predictable order.
 Research is said to have shown that certain grammatical
structures or morphemes are acquired before others in first
language acquisition of English, and a similar natural order is
found in second language acquisition.
 Errors are signs of naturalistic developmental processes, and
during acquisition (but not during learning), similar
developmental errors occur in learners no matter what their
mother tongue is.

11. • It relates to acquisition and not to learning.
• People acquire language best by understanding
input.
• The ability to speak fluently emerges independently
in time.
• If input is understood and there is enough of it, the
necessary grammar is automatically provided.
The Input Hypothesis

13. • When the learner’s emotional state
can act as a filter that can prevent
input from teaching the learner’s
language acquisition device.
-Filter is up= Negative emotional
Factors and they won’t acquire
language.
-Filter is down= Learner will learn
better.
The Affective Filter Hypothesis

14. Objective
• The natural approach is for
beginners and designed to help
them become intermediates.
• Specific objectives depend upon
learners needs and the skill and level
being taught.
Design

15. Krashen and Terrell approach course from two points of
view:
• First point of view
1. Basic personal communication skills: Oral (e.g., listening
to announcements in public places)
2. Basic personal communication skills: written (e.g.,
reading and writing personal letters)
3. Academic learning skills: oral (e.g., listening to a lecture)
4. Academic learning skills: written (e.g., taking notes in
class)
• Second point of view:
1. The purpose of a language course will vary according to
the needs of the students and their particular interests
The Syllabus

16. Nadir Hussain
Roll No. 16451
BS English 6th
Next Presenter

17. • Teacher has three major roles in natural
approach
• Teacher is the primary source of providing
comprehensible input, and he is responsible to
make it understood by language acquirer by
non-linguistic clues.
• He/she is responsible for making a classroom
atmosphere which is less stressful more
engaging, low affective filters for language
learning.
• He/she is responsible for mix use of different
classroom activities according to the
competence level of learners.
Teacher Roles in Natural
Approach

18. • Language acquirers are the processors of input which
is slight above their current language competence,
and they are challenged by this input. I+1
• In the pre-production stage, students participate in
language activities without having to respond in the
target language. For example, they can act out
physical commands, identify fellow students from
teacher's description, point to pictures and so forth.
• In early production stage, students respond to
either-or questions, one word, or short phrases, fill in
charts, and use fixed conversational patterns.
• In the speech emergent phase, students involve
themselves in role play, & games, contribute personal
information and opinions, and participate in group
problem solving activities.
Learner Roles in Natural
Approach

19. Procedure of natural Approach
• Lessons in the natural approach focus on
understanding messages in the foreign language, and
place little or no importance on error correction,
drilling or on conscious learning of grammar rules.
They also emphasize learning of a wide vocabulary
base over learning new grammatical structures.

20. Advantage of natural Approach
• An effective way is creating leaner to be competence in
using the target language communicatively.

21. • Time wasting
• Not all teachers are proficient enough in
target language
Disadvantage of natural Approach

22. The Natural Approach rejects the formal grammatical
organization of language to teach it. It is not used at
a native level. It emphasizes comprehensible and
meaningful practice activities, rather than production
of grammatically perfect utterances and sentences.
Conclusion