The Natural Approach: What is It? - by Vedat Kiymazarslan, 1995 - Education - http://maxpages.com/thena/The_Natural

"A Comprehension-Based Approach To Language Teaching and Learning"

0. INTRODUCTION

The aim of this paper is to provide general -- but detailed -- information about one of the most recent and the most promising approaches to language teaching, the Natural Approach. Yet, I will not only introduce the very well-known facts about the approach but also strive to clarify the principles of the approach, which are often misinterpreted by language teachers and methodologists. Another important point is, of course, its applicability to foreign or second language classes. Accordingly, the application of the Natural Approach theory to language classes will be explained in detail.

I. BACKGROUND TO THE STUDY

The Natural Approach (NA) is a product of Stephen Krashen, an applied linguist at the University of Southern California and Tracy Terrell, a teacher of Spanish in California. Krashen's work on second language acquisition and Terrell's teaching experiences form the bases of the Natural Approach. The principles and practices of this new approach have been published in "The Natural Approach" (Krashen and Terrell, 1983). The book contains theoretical sections prepared by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. The most striking proposal of the NA theory is that adults can still acquire second languages and that the ability to 'pick up' languages does not disappear at puberty. Thus, Krashen's contribution to Chomsky's LAD proposition is that adults follow the same principles of Universal Grammar. The theory behind the NA implies that adults can acquire all but the phonological aspect of any foreign language, by using their ever-active LAD. What makes adults different from children is their abstract problem solving skills that make them consciously process the grammar of a foreign language. Therefore, adults have two paths to follow: Acquisition and learning. However, children have only one: Acquisition.

In their book, Krashen and Terrell refer to their method of picking up ability in another language directly without instruction in its grammar as 'the traditional approach'. They consider their approach as a traditional one whereas many methodologists consider Grammar Translation Method as the traditional method. For Krashen, even Grammar Translation Method is not as old and traditional as the method of acquiring a language in its natural environment, a method which has been used for hundreds of thousands of years.

The term 'natural' emphasizes that the principles behind the NA are believed to conform to the naturalistic principles found in successful second language acquisition. One may think that the Natural Approach and the Natural Method are similar. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more emphasis on teacher monologues, formal questions and answers, and error correction. Krashen and Terrell note that "the Natural Approach is in many ways the natural, direct method 'rediscovered'[and] it is similar to other communicative approaches being developed today". The Natural Approach, like TPR, is regarded as a comprehension-based approach because of its emphasis on initial delay(silent period) in the production of language. What is novel is that the NA focuses on exposure to input instead of grammar practice, and on emotional preparedness for acquisition to take place.

II. THEORETICAL BASIS OF THE NATURAL APPROACH

II.1. Theory of Language

Krashen regards 'communication' as the main function of language. The focus is on teaching communicative abilities. The superiority of 'meaning' is emphasized. Krashen and Terrell believe that a language is essentially its lexicon. They stress the importance of vocabulary and view language as a vehicle for 'communicating meanings' and 'messages'. According to Krashen, 'acquisition' can take place only when people comprehend messages in the TL. Briefly, the view of language that the Natural Approach presents consists of 'lexical items', 'structures' and 'messages'. The lexicon for both perception and production is considered critical in the organization and interpretation of messages. In Krashen's view, acquisition is the natural assimilation of language rules by using language for communication. This means that linguistic competence is achieved via 'input' containing structures at the 'interlanguage + 1' level (i +1); that is, via 'comprehensible input'.

II.2. Theory of Language Learning

(1) The Acquisition-Learning Hypothesis

Krashen, in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing competence in second languages: Acquisition and learning. "There are two independent ways of developing ability in second languages. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, ... [and] 'learning' ..., [which is] a conscious process that results in 'knowing about' [the rules of] language" (Krashen 1985:1).

Krashen believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production. This kind of conscious grammar correction, 'monitoring', occurs most typically in a grammar exam where the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an aid to 'acquired competence'. The way to develop learned competence is fairly easy: analyzing the grammar rules consciously and practising them through exercises. But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar rules of a foreign/second language does not result in subconscious acquisition. In other words, what you consciously learn does not necessarily become subconsciously acquired through conscious practice, grammar exercises and the like. Krashen formulates this idea in his well-known statement that "learning does not became acquisition". It is at this point where Krashen receives major criticism.

(2) The Natural Order Hypothesis

According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. The average order of acquisition of grammatical morphemes for English as an 'acquired' language is given below:

-Ing--------Aux---------Irregular------Regular Past
Plural----->Article---->Past---------->3rd Sing.
Copula--------------------------------Possessive

The implication of natural order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu, 1992).

(3) The Input Hypothesis

This hypothesis relates to acquisition, not to learning. Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence. Consequently, Krashen believes that 'comprehensible input' (that is, i + 1) should be provided. The 'input' should be relevant and 'not grammatically sequenced'. The 'input' should also be in sufficient quantity as Richards pointed out:

".. child acquirers of a first language are provided with samples of 'caretaker' speech, rough - tuned to their present level of understanding, ..[and] adult acquirers of a second language [should be] provided with simple codes that facilitate second language comprehension."
(Richards, J. 1986:133)

(4) The Monitor Hypothesis

As is mentioned, adult second language learners have two means for internalizing the target language. The first is 'acquisition' which is a subconscious and intuitive process of constructing the system of a language. The second means is a conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The 'monitor' is an aspect of this second process. It edits and make alterations or corrections as they are consciously perceived. Krashen believes that 'fluency' in second language performance is due to 'what we have acquired', not 'what we have learned': Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. Therefore, the monitor should have only a minor role in the process of gaining communicative competence. Similarly, Krashen suggests three conditions for its use: (1) there must be enough time; (2) the focus must be on form and not on meaning; (3) the learner must know the rule.

(5) The Affective Filter Hypothesis

The learner's emotional state, according to Krashen, is just like an adjustable filter which freely passes or hinders input necessary to acquisition. In other words, input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. The filter is 'affective' because there are some factors which regulate its strength. These factors are self-confidence, motivation and anxiety state.

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BIBLIOGRAPHY

Dulay, H., M. Burt & S. Krashen. 1982. Language Two. Oxford University Press.

Ellidokuzoglu, H. 1991. Grammar Can Make a Difference. But How? TTR. Bogazici University.

Eubank, L. (ed.). 1991. Point Counterpoint: Universal Grammar in the Second Language. John Benjamins.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford University Press.

Hyltenstam, K. & M. Pienemann. (eds). 1985. Modelling and Assesing Second Language Acquisition. Multilingual Matters.

Krashen, S. 1981.Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.

Krashen, S. and Terrel, T. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press.

Krashen, S. 1985.The Input Hypothesis. Oxford: Pergamon Press.

Krashen, S. 1993.The Input Hypothesis: Issues and Implications. Laredo Publishing Company.

Larsen-Freeman, D. & M. Long. 1991. An Introduction to Second Language Acquisition Research. Longman.

Richards, J. and Rodgers, T. 1986. Approaches and Methods in Language Teaching. Cambridge Universitiy Press.

For implications of the "NA Theory" for second language classrooms
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