第七章 自然法Natural Approach.docx

第七章 自然法Natural Approach.docx

《第七章 自然法Natural Approach.docx》由会员分享，可在线阅读，更多相关《第七章 自然法Natural Approach.docx（13页珍藏版）》请在冰豆网上搜索。

第七章自然法NaturalApproach

第七章自然法NaturalApproach:

background---TheNaturalApproachwasproposedin1977byTracyTerrell,ateacherofSpanishattheUniversityofCalifornia.Later,TerrelljoinedforcewithStephenKrashen,anappliedlinguistattheUniversityofSouthernCalifornia.DrawingonKrashen’sinfluentialtheoryofsecondLanguageAcquisition,theytriedtoprovideadetailedtheoreticalrationalefortheNaturalApproach.In1983,theirjointeffortcameoutinabookTheNaturalApproach:

LanguageAcquisitionintheclassroom,whichstatestheprinciplesandpracticesoftheNaturalApproach.Thisnewphilosophyoflanguageteachingwasanattempttodevelopalanguageteachingproposalthatincorporatedthe“naturalistic”principlesinthestudiesofsecondlanguageacquisition.TheNaturalApproachemphasizesthecentralroleofcomprehensionandbelievesthat:

①Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage②Theteachingofspeakingshouldbedelayeduntilcomprehensionskillsareestablished③Skillsacquiredthroughlisteningtransfertootherskills④Teachingshouldemphasizemeaningratherthanform⑤Teachingshouldminimizelearns’stress

Mainfeatures---⑴Languageisbesttaughtwhenitisbeingusedtotransmitmessages.TheNaturalApproachconsidersinputasthemostimportantelementofanylanguageteachingprogramme.Languageisbesttaughtwhenitisbeingusedtotransmitmessages,notwhenitisexplicitlytaughtforconsciouslearning.⑵Implicationsforclassroompractice:

①whateverhelpscomprehensionisimportant.②Vocabularyisimportant.Withmorevocabularytherewillbemorecomprehensionandwithmorecomprehension,therewillbemoreacquisition.③Studentsmustunderstandthemessage.④Classroomwithinterestinginputmaybeaverygoodplaceforsecondlanguageacquisition.⑶Guidelinesforclassroompractice:

①ThegoaloftheNaturalApproachiscommunicationskills.②Comprehensionprecedesproduction.③Productionemerges.④Acquisitionactivitiesareessential.⑤Lowertheaffectivefilter.⑷Characteristicsofclassroomteaching:

①Classtimeisdevotedprimarilytoprovidinginputforacquisition.②Theteacherspeaksonlythetargetlanguageintheclassroom.Studentsmayuseeitherthefirstorsecondlanguage.Iftheychoosetorespondinthesecondlanguage,theirerrorsshouldnotbecorrectedintheprocessofcommunication.③Homeworkmayincludegrammarworkanderrorsshouldbecorrected.④Thegoalsaretoenablestudentstotalkaboutideas,performtasks,andsolveproblems.⑸Theroleoflearner:

Thelanguagelearnersareconsideredasprocessorsofcomprehensibleinput.Theycandecidewhentospeak,Whattospeakabout,andwhatlinguisticexpressionstouseinspeaking.Theirroleschangeaccordingtotheirstageoflinguisticdevelopment.（6）Theroleofateacher:

ThenaturalApproachteacherhasthreecentralroles.Sheisfirsttheprimarysourceofcomprehensibleinputinthetargetlanguage.Hersecondroleistocreateaclassroomatmospherethatisinteresting,friendly,andinwhichthereisalowaffectivefilterforlearning.Finally,theteachermustchooseandusearichmixofclassroomactivities,involvingavarietyofgroupsizescontent,andcontexts.（7）Theroleoftesting:

istomotivatestudentstopreparefortestsbyobtainingmorecomprehensibleinputandtomotivateteacherstosupplymorecomprehensibleinput.

Objectives---TheNaturalApproachisprimarilydesignedtodevelopbasiccommunicationskills---bothoralandwritten---andisdesignedtohelpbeginnersbecomeintermediates.Thestudentsareexpectedtobeabletofunctionadequatelyinthetargetsituation.Theyshouldbeabletomakethemeaningclear.ThegoalsofaNaturalApproachclassaredividedaccordingtobasicpersonalcommunicationskillsandacademiclearningskills,withfocusontheformer.Communicationgoalsarespecifiedintermsofsituations,functionsandtopics.

Procedures---⑴Pre-productionstage:

Atthisstage,theteacherprovidescomprehensibleinput,maintainsfocusonthemessageandhelpsloweraffectivefilters.Thispre-productionstageallowsthestudentsanopportunitytobegintheacquisitionprocess.⑵productionstage:

TheNaturalApproachusesthreestagesasabasisforbeginners;allinvolvepersonalizationandtheuseoffamilytopicsandsituations.Thefirststageisaimedprimaryatlowingtheaffectivefilterbyputtingthestudentsintosituationsinwhichtheycangettoknoweachotherpersonally.Thestudentslearnhowtodescribethemselves,theirfamily,andtheirfriendsinthetargelanguage.Thesecondstageconsistsofgivingthestudentscomprehensibleinputaboutexperiencesandallowingforopportunitiestoengageinconversationsabouttheirownexperiences.Thethirdstageconsistsofinputanddiscussions,concerningopinions.Studentsdiscusspoliticalissues,civilrights,family,andsoforth,andgainthecompetencetoexpresstheirownviews.

Techniques---⑴Acquisitionactivities:

①Affective-humanisticactivitiesattempttoinvolvestudents’feelings,opinions,desires,reactions,ideas,andexperiences.Opendialogues,interviews,referenceranking,personalcharts,supplyingpersonalinformation,description,etc.areoftenusedtoinvolvestudentsincommunicatinginformationaboutthemselves.②Problem-solvingactivitiesarethoseinwhichthestudents’attentionisfocusedonfindingacorrectanswertoaquestion,aproblemorasituation.③Gamesarethethirdgroupofactivities.Theprimaryfocusofanyparticulargameisonwords,discussion,action,contest,problem-solving,andguess.④Contentactivitiesaretheoneswhosepurposeisforthestudentstolearnsomethingnewotherthanlanguage.Theyincludeslideshows,panel,individualreportsandpresentations,“showandtell”activities,music,films,filmscripts,TVreports,newsbroadcasts,guestlectures,nativespeakervisitorsreadinganddiscussionsaboutanysortofthetargetlanguageandculture.⑵Typicaltechniques:

Intheearlystagesofspeechproduction,theNaturalApproachusesrandomvolunteeredgroupresponses,whichplacelittledemandontheindividualstudentbutallowearlyuseofthetargetlanguage.Asforerrors,ifstudents’responseiswronginmeaning,theteacherwillcorrectthemimmediately.Butiftheresponseisappropriate,butill-formedorpronouncedincorrectly,theteacherwillfirstgiveapositiveresponse,thenusereformationsandexpansions,justasinreal-lifesituations.Theparticularlygoodtechniqueistheonethatconsistsofgivingcommandstostudentsandhavingthemactuallyactoutwhattheteachersays.TheNaturalApproachalsoprovidesappropriatetextsandreasonsforreading.

NaturalApproach:

Theoryoflanguage---a.Communicationastheprimaryfunctionoflanguage;andemphasisonmeaningKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandsincetheirapproachfocusesonteachingcommunicativeabilities,theyidentifytheNaturalApproachwiththeCommunicativeApproach.WhatKrashenandTerellemphasizeintheirapproachistheprimacyofmeaning.b.ImportanceofvocabularyKrashenandTerrellstresstheimportanceofvocabulary,suggestingthatalanguageisessentiallyitslexicon.c.Notnecessarytoanalyzegrammaticalstructure;andrulesautomaticallyprovidedintheinput.KrashenandTerrellholdthatgrammaticalstructuredoesnotrequireexplicitanalysisorattentionbytheteacher,bythelearner,orinlanguageteachingmaterials.Theyassumethatifweprovideinputoverawidevarietyoftopicswhilepursuitingcommunicativegoal,thenecessarygrammaticalrulesareautomaticallyprovedeintheinput.

Theoryoflearning---a.Krashen’sMonitorModelofsecondlanguagedevelopmentTheMonitorModelisthecenterofKrashen’ssecondlanguagelearningtheory.Krashenarguesthathisaccountprovidesageneralor“overalltheory”ofsecondlanguageacquisitionwithimportantimplicationsforlanguageteaching.b.Twodistinctprocesses:

acquisitionandlearningKrashen’sMonitorModelofsecondlanguagedevelopmentdistinguishestwodistinctprocessesinsecondandforeignlanguagedevelopmentanduse.Oneiscalled“acquisition”,whichreferstothesubconsciousprocessleadingtothedevelopmentof“competence”andisnotdependentontheteachingofgrammaticalrules.Thesecondprocesscalled“learning”,referstotheconsciousstudyandknowledgeofgrammaticalrules.Inproducingutterances,learnersinitiallyusetheiracquiredsystemofrules.Learningandlearnedruleshaveonlyonefunction:

toserveasamonitororeditorutterancesinitiatedbytheacquiredsystem.c.ThefivehypothesisofKrashen’sMonitorModel①Theacquisition-learninghypothesisKrashenmaintainsthatsecondlanguagelearnershaveattheirdisposaltwodistinctandindependentwaysofdevelopingcompetenceinasecondlanguage.Oneisacquisition.Theotherislearning.Acquisitioncomesaboutthroughmeaningfulinteractioninanaturalcommunicationsetting.Thiscontrastswiththelanguagelearningsituationinwhichstudentstrynottomakemistakesandtheirteachercorrectsthemoncetheyarefound.Learning,accordingtothetheory,cannotleadtoacquisition.②TheMonitorhypothesisThemonitorhypothesisstatesthatlearninghasonlyonefunction,andthatisasamonitor.Itusesconsciousgrammaticalknowledgetodeterminetheformofproducedutterances.Themonitor（knowledgeofgrammarrules）isthoughttoplayaminorroleinsecondlanguagelearningprocess.③ThenaturalorderhypothesisThenaturalorderhypothesisstatesthatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherlate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidenc