The Natural Approach
by Omar G. P.
Subject: Teaching English as a Foreign Language: Methodology I
In this essay I will discuss Stephen Krashen and Tracy Terrell’s Natural Approach. Even though this was thought to be for second language acquisition rather than for foreign language learning, it still holds useful principles that can be used for any English Language Teacher in their lessons.
In my opinion, the most important or representative principle from the Natural Approach is the “input + 1”, which has been widely considered as a necessary contemplation in language teaching. The emphasis on comprehensible input is something that is necessary if students are to progress and improve their language skills. It is curious enough, but sometimes teachers forget that in their lesson planning. I had a friend, for instance, who had been studying English for a considerable time, but she felt frustrated because she told she felt as if she was not progressing anything in their English. When I told her about Krashen’s principle (in simple words of course) she just could realize that she need a little bit more of new linguistic forms if she wanted to reach an advanced level of proficiency. I think that there is therefore something that any learner can notice and consider in order to maximize autonomous learning and monitor themselves by means of self-correction.
Maybe one of the problems that the Natural Approach also can solve is the deficiency in the students’ communicative skills, as it creates a class environment when students are immersed in the language completely, and are not discouraged or made anxious. The affective filter, and thus, motivation is another thing that every language teacher should take into account, because each student is to be seen as a whole person who should not be forced to do what they are not ready to do.
I agree with the idea that speech comes through natural stages (yes/no replies, one word answers, lists of words, phrases, questions), though I don’t think that it is always the case, especially when grown up learners have already the cognitive ability to reproduce fixed sentences or longer phrases that can be used communicatively since the beginning.
Finally, I am more on the side of Terrell than of Krashen in what respects to grammar. I agree with Terrell that grammar can be helpful to improve the skill of the learners (Dhority, 1991:32), whereas I consider that Krashen’s claim that grammar has no effect upon language acquisition, is totally false.
In conclusion, the Natural Approach holds some principles that are useful for language acquisition and learning, and its use can be effective for any type of learners who want to improve their communicative skills.
In my opinion, the most important or representative principle from the Natural Approach is the “input + 1”, which has been widely considered as a necessary contemplation in language teaching. The emphasis on comprehensible input is something that is necessary if students are to progress and improve their language skills. It is curious enough, but sometimes teachers forget that in their lesson planning. I had a friend, for instance, who had been studying English for a considerable time, but she felt frustrated because she told she felt as if she was not progressing anything in their English. When I told her about Krashen’s principle (in simple words of course) she just could realize that she need a little bit more of new linguistic forms if she wanted to reach an advanced level of proficiency. I think that there is therefore something that any learner can notice and consider in order to maximize autonomous learning and monitor themselves by means of self-correction.
Maybe one of the problems that the Natural Approach also can solve is the deficiency in the students’ communicative skills, as it creates a class environment when students are immersed in the language completely, and are not discouraged or made anxious. The affective filter, and thus, motivation is another thing that every language teacher should take into account, because each student is to be seen as a whole person who should not be forced to do what they are not ready to do.
I agree with the idea that speech comes through natural stages (yes/no replies, one word answers, lists of words, phrases, questions), though I don’t think that it is always the case, especially when grown up learners have already the cognitive ability to reproduce fixed sentences or longer phrases that can be used communicatively since the beginning.
Finally, I am more on the side of Terrell than of Krashen in what respects to grammar. I agree with Terrell that grammar can be helpful to improve the skill of the learners (Dhority, 1991:32), whereas I consider that Krashen’s claim that grammar has no effect upon language acquisition, is totally false.
In conclusion, the Natural Approach holds some principles that are useful for language acquisition and learning, and its use can be effective for any type of learners who want to improve their communicative skills.
References:
Dhority, Lynn (1991). The ACT Approach: The Use of Suggestion for Integrative Learning. Philadelphia, PA: Gordon and Breach Science Publishers.
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