英语教学法-自然法-The-Natural-Approach

TheNaturalApproachBackgroundApproachDesignProcedureConclusionTheoryoflanguageTheoryoflearningObjectivesThesyllabusTypesofactivitiesLearnerrolesTeacherrolesTheroleofinstructionalmaterialsTheNaturalApproachOutlinePartI:BackgroundTheNaturalApproachProposedbyTracyTerrellin1977IncorporatethenaturalisticprinciplesAttractawiderinterestthansomeotherinnovativelanguageteachingproposalsPartI:BackgroundKrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching.TraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”.PartI:BackgroundThenaturalapproachsharesmanyfeatureswiththedirectmethod(naturalmethod).Botharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;Thenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearners'anxiety.PartI:BackgroundIndirectmethod,thereareaseriesofmonologuesbytheteacher.Innaturalapproach①Anemphasisonexposureorinput.②Optimizingemotionalpreparednessforlearning.③Aprolongedperiodofattention.④Awillingnesstousematerialsasaresourceofcomprehensibleinput.PartⅡ:ApproachTheoryoflanguageTheoryoflearning①theacquisition/learninghypothesis②themonitorhypothesis③thenaturalorderhypothesis④theinputhypothesis⑤theaffectivefilterhypothesisTheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguage.Theimportanceofvocabularyisstressed.Amasteryofstructuresbystages.(theformula“I+1”)Grammaticalstructuredoesnotrequireexplicitanalysis.TheoryoflearningTheFiveHypothesis:①theacquisition/learninghypothesis②themonitorhypothesis③thenaturalorderhypothesis④theinputhypothesis⑤theaffectivefilterhypothesisunconsciousprocessconsciousprocessthewaychildrenlearnthelanguagethewayadultslearnthelanguagemeaningfocusedgrammar（form）focusedthoughunderstandinglanguageandusinglanguageformeaningfulcommunicationthoughformalteachingandcorrectionoferrors①theacquisition/learninghypothesisTheacquiredlinguisticsysteminitiatesutteranceswhenwecommunicateinasecondorforeignlanguage.②themonitorhypothesisThreeconditionslimitthesuccessfuluseofthemonitor:①Time②Focusonform③Knowledgeofrules②themonitorhypothesisApredictableorder.Certaingrammaticalstructuresareacquiredbeforeothers.Errorsaresignsofnaturalisticdevelopmentalprocesses,duringacquisition,similardevelopmentalerrorsoccurinlearners.③thenaturalorderhypothesis④theinputhypothesisInorderforacquirerstoprocesstothenextstage,inputlanguagethatincludesastructurethatispartofthenextstage.Krashenreferstothiswiththeformula“I+1”(e.g.,inputthatcontainsstructuresslightlyabovethelearner’spresentlevel).④theinputhypothesisItexplainstherelationshipbetweentheinputandlanguageacquisition.1.Relatetoacquisitionnottolearning2.Acquirelanguagebestbyunderstandinginputthatisslightlybeyondtheircurrentlevel.3.Speakingfluencyemergesovertime.4.Ifthereissufficientquantityofcomprehensibleinput,Ⅰ+1willusuallybeprovidedautomatically.⑤theaffectivefilterhypothesisLearner’semotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.⑤theaffectivefilterhypothesisChildrenweakaffectivefilterlowselfconsciousness,emotionalfragilityandhighselfimageAdultsstrongaffectivefilterhighselfconsciousness,emotionalfragilityandlowselfimageThreekindsofaffectivevariablesrelatedtosecondlanguageacquisition:①Motivation②Self-confidence③AnxietyImplicationsforlanguageteaching1.Asmuchcomprehensibleinputaspossiblemustbepresented.2.Whateverhelpscomprehensionisimportant.3.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”4.Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.PartIIIDesign1.Objectives2.TheSyllabus3.TypesofLearningandTeachingActivities4.LearnerRoles5.TeacherRoles6.TheRoleofInstructionalMaterialsObjectivesFunctionadequatelyinthetargetsituationUnderstandthespeakerofthetargetlanguageConveytheirrequestsandideasMakethemeaningclearThesyllabusFirst,theNaturalApproachisprimarilydesignedtodevelopbasiccommunicationskills—bothoralandwritten;1.Basicpersonalcommunicationskills:oral2.Basicpersonalcommunicationskills:written3.Academiclearningskills:oral4.Academiclearningskills:written“thepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests”.◆Thegoalsarebasedonanassessmentofstudentneeds.◆Theteacherdeterminethesituationsinwhichthestudentsusethetargetlanguageandtopics.△Donotexpectstudentsacquireagroupofstructures△Donotorganizetheactivitiesaboutagrammaticalsyllabus.△Dealwithaparticularsetoftopicsinagivensituation.ThesyllabusTypesofLearningandTeachingActivitiesPresentcomprehensibleinput;Focusonobjectsinclassroomandonthecontentofpictures；Minimizelearnerstressandanxiety;maximizelearnerself-confidence；Gradualprogression；Acquisitionactivities:focusonmeaningfulcommunication；PairorgroupworkLearnerrolesLearners‘rolesareseentochangeaccordingtotheirstageofl