英語(yǔ)教學(xué)法 自然法 The Natural Approach[共32頁(yè)]

1、The Natural Approach Background Approach Design Procedure Conclusion Theory of language Theory of learning Objectives The syllabus Types of activities Learner roles Teacher roles The role of instructional materials The Natural Approach Outline Part I: Background lThe Natural Approach l Proposed by T

2、racy Terrell in 1977 lIncorporate the naturalistic principles lAttract a wider interest than some other innovative language teaching proposals Part I: Background lKrashen and Terrell identified the Natural Approach with “traditional” approach to language teaching. lTraditional Approach is defined as

3、 “based on the use of language in communicative situations without recourse to the native language”. Part I: Background lThe natural approach shares many features with the direct method (natural method). lBoth are based on the idea of enabling naturalistic language acquisition in the language classr

4、oom; lThe natural approach puts less emphasis on practice and more on exposure to language input and on reducing learners anxiety. Part I: Background lIn direct method, there are a series of monologues by the teacher. lIn natural approach An emphasis on exposure or input. Optimizing emotional prepar

5、edness for learning. A prolonged period of attention. A willingness to use materials as a resource of comprehensible input. Part : Approach lTheory of language lTheory of learning the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affecti

6、ve filter hypothesis Theory of language lKrashen and Terrell see communication as the primary function of language. lThe importance of vocabulary is stressed. lA mastery of structures by stages. ( the formula “I+1”) lGrammatical structure does not require explicit analysis. Theory of learning The Fi

7、ve Hypothesis: the acquisition/learning hypothesis the monitor hypothesis the natural order hypothesis the input hypothesis the affective filter hypothesis unconscious processconscious process the way children learn the language the way adults learn the language meaning focusedgrammar （form）focused

8、though understanding language and using language for meaningful communication though formal teaching and correction of errors the acquisition/learning hypothesis l The acquired linguistic system initiates utterances when we communicate in a second or foreign language. the monitor hypothesis lThree c

9、onditions limit the successful use of the monitor: Time Focus on form Knowledge of rules the monitor hypothesis lA predictable order. lCertain grammatical structures are acquired before others. lErrors are signs of naturalistic developmental processes, during acquisition, similar developmental error

10、s occur in learners. the natural order hypothesis the input hypothesis lIn order for acquirers to process to the next stage, input language that includes a structure that is part of the next stage. lKrashen refers to this with the formula “I+1” (e.g., input that contains structures slightly above th

11、e learners present level). the input hypothesis l It explains the relationship between the input and language acquisition. 1. Relate to acquisition not to learning 2. Acquire language best by understanding input that is slightly beyond their current level. 3. Speaking fluency emerges over time. 4. I

12、f there is sufficient quantity of comprehensible input, +1 will usually be provided automatically. the affective filter hypothesis lLearners emotional state or attitude as an adjustable filter that freely passes, impedes or blocks input necessary to acquisition. the affective filter hypothesis Child

13、ren weak affective filter low self consciousness, emotional fragility and high self image Adults strong affective filter high self consciousness, emotional fragility and low self image Three kinds of affective variables related to second language acquisition: Motivation Self-confidence Anxiety Impli

14、cations for language teaching 1. As much comprehensible input as possible must be presented. 2. Whatever helps comprehension is important. 3. The focus in the classroom should be on listening and reading; speaking should be allowed to “emerge” 4. To lower the affective filter, student work should ce

15、nter on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere. Part III Design 1.Objectives 2.The Syllabus 3.Types of Learning and Teaching Activities 4.Learner Roles 5.Teacher Roles 6.The Role of Instructional Materials Objecti

16、ves u Function adequately in the target situation u Understand the speaker of the target language u Convey their requests and ideas u Make the meaning clear The syllabus First, the Natural Approach is primarily designed to develop basic communication skills both oral and written; 1. Basic personal c

17、ommunication skills: oral 2. Basic personal communication skills: written 3. Academic learning skills: oral 4. Academic learning skills: written “ the purpose of a language course will vary according to the needs of the students and their particular interests”. The goals are based on an assessment o

18、f student needs. The teacher determine the situations in which the students use the target language and topics. Do not expect students acquire a group of structures Do not organize the activities about a grammatical syllabus. Deal with a particular set of topics in a given situation. The syllabus Ty

19、pes of Learning and Teaching Activities lPresent comprehensible input; lFocus on objects in classroom and on the content of pictures； lMinimize learner stress and anxiety; maximize learner self- confidence； lGradual progression ； lAcquisition activities: focus on meaningful communication ； lPair or

20、group work Learner roles Learners roles are seen to change according to their stage of linguistic development. v The pre-production stage: “ Participate in the language activity without having to respond in the target language”. v The early-production stage: Respond to either-or questions, use singl

21、e words and short phrases, fill in charts and use fixed conversational patterns. v The speech-emergent phase: Involve in role play and games, contribute personal information and opinions, and participate in group problem solving. Teacher roles The Natural Approach teacher has three central roles. nF

22、irst, the teacher is the primary source of comprehensible input. nSecond, the teacher creates a classroom a relax atmosphere. nFinally, the teacher must choose and orchestrate a rich mix of classroom activities. The role of instructional materials The primary goal is to make classroom activities as

23、meaningful as possible： By supplying “the extralinguistic context that helps the acquirer to understand and thereby to acquire”. By relating classroom activities to the real world. By fostering real communication among the learners. Part IV Procedure lPre-production stage: (1) The teacher gives comm

24、ands to students. (2) Students respond physically. lProduction stage: (1) The teacher talks on pictures. (2) Students respond using simple answers (to develop production) (3) Students fill slots of: open-ended sentences; open dialogues (4) Students do conversational review. Part V Conclusion This te

25、aching method is based on observation and interpretation of how learners acquire both first and second languages in nonformal settings. Focus on comprehension and meaningful communication as well as the provision of the right kinds of comprehensible input. Its greatest claim to originality lies in the emphasis of comprehensible and meaningful practice activities. Advan