The Natural Approach自然法教學(xué)文案.ppt

TheNaturalApproach ByZhangkun Majorcomponents BackgroundApproachDesignProcedureConclusion Background TheconceptwasproposedbyTracyTerrellin1977andelaboratedbyKrashenandTerrell scombinedstatementintheirbookTheNaturalApproach publishedin1983 ItisdifferentfromNaturalMethodwhichby1900hadbecomeknownasDirectMethod TheybothconformtonaturalisticprinciplesbutNaturalApproachplacesmoreemphasisoncomprehensibleinput 這里的自然法不是指19世紀(jì)出現(xiàn)的自然法 那時(shí)的自然法是直接法的前身 與語(yǔ)法 翻譯法相對(duì)應(yīng) 強(qiáng)調(diào)口語(yǔ)教學(xué) 這里的自然法是指70年代后期在美國(guó)出現(xiàn)的自然法 代表人物是克拉申 StephenKrashen 和泰勒爾 TracyTerrell 自然法的指導(dǎo)思想是克拉申的語(yǔ)言習(xí)得理論 這種理論重視自然的交際 強(qiáng)調(diào)非正式的習(xí)得 而不注重形式語(yǔ)法的分析 Approach TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandrefertotheNaturalApproachasanexampleofacommunicativeapproach Theyemphasizetheprimacyofmeaningandviewlanguageasavehicleforcommunicatingmeaningsandmessages Acquisitioncantakeplaceonlywhenpeopleunderstandmessagesinthetargetlanguage Krashen和Terrell認(rèn)為語(yǔ)言最主要的功能是溝通 它是傳遞信息與意義的工具 唯有了解了目的語(yǔ)所要傳達(dá)的信息后 習(xí)得才會(huì)發(fā)生 自然法也被看作是交際法的一個(gè)例證 TheoryoflearningTheapproachisgroundedonKrashen slanguageacquisitiontheory Krashen sMonitorModel Itconsistsoffivehypotheses Theacquisition learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis Theacquisition learninghypothesisAcquisitionandlearningaretwoindependentwaysofdevelopingL2ability Acquisitionisasubconsciousprocesswhichissimilartotheprocessoflearningone snativelanguagewhilelearningisaconsciousprocessinwhichthelearneronlyobtainsL2linguisticknowledge Learning accordingtoKrashen cannotleadtoacquisition ThemonitorhypothesisConsciousknowledgeobtainedthroughlearningcanonlybeusedtoserveasaneditorundertwoconditions thefirstconditionisthatthelearnermustbeconsciouslyconcernedwithaccuracyandthesecondconditionisthatthelearnermustknowtheruleconcerned ThenaturalorderhypothesisTheorderinwhichlearnersacquiretherulesoflanguageispredictablebutitdoesneitherdependontheperceivedformalcomplexitiesnorthesequenceofteaching TheinputhypothesisL2languageproficiencydevelopswhenthelearnerisexposedtosufficientcomprehensibleinputwhichisabitbeyondthelearner scurrentlevelofcompetence TheaffectivefilterhypothesisTheaffectivefilterisahypothesizedmentalbarrierwhichmaybeupordown Whenthelearnerispoorlymotivatedandhasahighlevelofanxiety thefilterisup whichwillpreventtheinputfromreachingthelong termmemory TheimplicationsofthefivehypothesesforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented Whateverhelpscomprehensionisimportant Thefocusintheclassroomshouldbeonlisteningandreading speakingshouldbeallowedto emerge Inordertolowertheaffectivefilter studentworkshouldcenteronmeaningfulcommunicationratherthanform inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere 在語(yǔ)言習(xí)得過程中 理解性輸入是關(guān)鍵 習(xí)得發(fā)生在理解目的語(yǔ)傳達(dá)的意思之后 盡可能增加可理解輸入 調(diào)用一切有助于理解的手段 重視輸入并推遲口頭表達(dá) 以及創(chuàng)造放松環(huán)境以降低情感阻礙 這些方法都是建立在這個(gè)思想上的 Design ObjectivesThenaturalapproachisforbeginnersandisdesignedtohelpthembecomeintermediates SincetheNaturalApproachisofferedasageneralsetofprinciplesapplicabletoawidevarietyofsituations specificobjectivesdependonlearnerneedsandtheskillandlevelbeingtaught ThesyllabusThepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests Aswellasfittingtheneedsandinterestsofstudents contentselectionshouldaimtocreatealowaffectivefilter shouldprovideawideexposuretovocabularyandshouldresistanyfocusongrammaticalstructures TypesoflearningandteachingactivitiesTechniquesrecommendedbyKrashenandTerrellareoftenborrowedfromothermethodsandadaptedtomeettherequirementsofNaturalApproachtheory ThereisnothingnovelabouttheproceduresandtechniquesadvocatedforusewiththeNaturalApproach Whatcharacterizesitistheuseofthesetechniquesthatfocusonprovidingcomprehensibleinputandarelaxedclassroomenvironment LearnerrolesLearnersareexpectedtoparticipateincommunicationactivitieswithotherlearners Butcommunicationactivitiesfailtoprovidelearnerswithwell formedandcomprehensibleinputattheI 1level TeacherrolesFirst theteacheristheprimarysourceofcomprehensibleinputinthetargetlanguage TheNaturalApproachdemandsamuchmorecenter stagerolefortheteacherthandomanycontemporarycommunicativemethods Second theteachercreatesaclassroomatmospherethatisinteresting friendly andinwhichthereisalowaffectivefilterforlearning ThisisachievedinpartthroughsuchNaturalApproachtechniquesasnotdemandingspeechfromthestudentsbeforetheyarereadyforit notcorrectingstudentserrors andprovidingsubjectmatterofhighinteresttostudents Finally theteachermustchooseandorganizearichmixofclassroomactivities involvingavarietyofgroupsizes content andcontexts TheroleofinstructionalmaterialsThegoalofmaterialsistomakeclassroomactivitiesasmeaningfulaspossibleandtopromotecomprehensionandcommunication Pictures schedules advertisements maps books andevengamesarerecommendedmaterials Theselection reproduction andcollectionofmaterialsplaceaconsiderableburdenontheteacher Procedure TheNaturalApproachadoptstechniquesandactivitiesfreelyfromvariousmethodsources suchasTotalPhysicalResponse SituationalLanguageteaching CommunicativeLanguageTeachingandsoon Itcanberegardedasinnovativeonlywithrespecttothepurposesforwhichthesemethodsarerecommendedandthewaystheyareused Conclusion TheNaturalApproachbelongstoatraditionoflanguageteachingmethodsbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings Itsgreatestclaimtooriginalityliesnotinthetechniquesitemploysbutintheiruseina