Mr.Andy,s File of Ms.

Wiwik 2010

The Natural Approach

Although the original concept of the Natural Approach stemmed from Tracy Terrell’s
experiences teaching Spanish classes, it was Stephen Krashen who has made the Natural
Approach internationally famous as well as heatedly debated. To begin with, Krashen states
that distinction should be made between learning and acquisition in second language
acquisition (SLA), which is similar to Chomsky’s distinction between linguistic competence and
linguistic performance.
For Krashen, conscious learning process is the memorization of explicit grammar rules and
linguistic forms, and subconscious acquisition process involves the internalization of the
language’s structure based on the comprehensible input that the acquirer receives in a low
anxiety environment. In terms of language theory, on the one hand, the Natural Approach is
similar to other communicative approaches which focus on teaching communicative ability. On
the other hand, the Natural Approach advocates the use of Total Physical Response (TPR)
activities, especially at the beginning level of language learning when the learner, or perhaps
more specifically the acquirer, does not feel ready to talk. In fact, one important claim of the
Input Hypothesis is that people acquire language best if they are given input that is slightly
higher than their current level of competence.
For example, if an acquirer’s level of competence is at stage i, the input he/she
understands should contain i + 1. Another argument of the Input Hypothesis is that speaking
should not and can not be taught directly in the classroom. Instead, the acquirer’s speech
ability will “emerge” itself once he/she has built up enough comprehensible input (i + 1)
(Richards & Rodgers, 2001, chap. 15; Brown, p.278). When it comes to teaching methods and
techniques, the Natural Approach does not have its own methods; rather, it borrows from
other methods such as TPR, Direct Method, and CLT, and then modifies them to meet its
requirements. That’s why Krashen and Terrell viewed their Natural Approach as a “reinstitution
of the principles and techniques of earlier methods rather an as original” (Ellis, 1997, p.27).
Krashen did not really give certain learning and teaching activities for us to follow. Rather,
he presented five major hypotheses which gave us a hotly disputed rationale behind SLA but
not clear procedures or techniques. For example, The Natural Approach focuses on the
importance of listening comprehension as the basis for language acquisition (The Acquisition-
Learning Hypothesis). It also stresses that self-confident learners with high motivation are
successful learners and that teachers should create a learning environment which promotes
self-confidence (The Affective Filter Hypothesis).

Language Learning

The Natural Approach, with echoes of the ‘naturalistic’ approach of the Direct Method, was
developed by Krashen and Terrell (1983). It emphasised “Comprehensible Input”, distinguishing
between ‘acquisition’ – a natural subconscious process, and ‘learning’ – a conscious process.
They argued that learning cannot lead to acquisition. The focus is on meaning, not form
(structure, grammar).

Nunan’s overview of the Natural Approach (1989, 194-195), adapted here, outlines its
characteristics:

Theory of language Theory of Learning Objectives Syllabus

The essence of There are 2 ways of Designed to give Based on a

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language is L2 language beginners/ selection of

meaning. development: intermediate communicative
Vocabulary not Acquisition a learner activities and
grammar is the natural sub- communicative topics derived from
heart of language conscious process; skills. Four broad learner needs
Learning a areas; basic
conscious process. personal
Learning cannot communicative
lead to acquisition skills (oral/written);
academic learning
skills (oral/written)

Activity types Learner roles Teacher roles Roles of materials

Activities allowing Should not try and The teacher is the Materials come
comprehensible learn language in primary source of from realia rather
input, about things the usual sense, comprehensible than textbooks.
in the here-and- but should try and input. Must create Primary aim is to
now. Focus on lose themselves in positive low- promote
meaning not form activities involving anxiety climate. comprehension
meaningful Must choose and and
communication orchestrate a rich communication
mixture of
classroom activities

Krashen

The Natural Approach was based upon Krashen’s theories of second language acquisition, and
his Five Hypotheses. As we shall see, Krashen’s influence went beyond this particular method
and as such merits closer attention.

Krashen’s Five Hypotheses

The Acquisition/Learning Hypothesis: claims that there are two distinctive
ways of developing second language competence:

acquisition, that is by using language for “real communication”

learning .. "knowing about" or “formal knowledge” of a language

The Natural Order hypothesis; 'we acquire the rules of language in a
predictable order'
The Monitor Hypothesis: 'conscious learning ... can only be used as a
Monitor or an editor' (Krashen & Terrell 1983) and cannot lead to fluency
The Input Hypothesis: 'humans acquire language in only one way - by
understanding messages or by receiving "comprehensible input"'
The Affective Filter Hypothesis: 'a mental block, caused by affective factors
... that prevents input from reaching the language acquisition device'
(Krashen, 1985, p.100)

The contrasts between Acquisition and Learning can be tabulated as follows:

Acquisition Learning
Implicit, subconscious Explicit, conscious
Informal situations Formal situations

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Uses grammatical ‘feel’ Uses grammatical rules

Depends on attitude Depends on aptitudes
Stable order of acquisition Simplex to complex order of learning

(Vivian Cook website)

The use of the term ‘Natural Approach’ rather than ‘Method’ highlights the development of a
move away from ‘method’ which implies a particular set of features to be followed, almost as a
panacea, to ‘approach’ which starts from some basic principles which are then developed in the
design and development of practice in teaching and learning. It is now widely recognised that
the diversity of contexts requires an informed, eclectic approach. To quote Nunan:

It has been realized that there never was and probably never will be a method for all,
and the focus in recent years has been on the development of classroom tasks and
activities which are consonant with what we know about second language acquisition,
and which are also in keeping with the dynamics of the classroom itself (Nunan 1991:
228)

Cook presents a Combined model of acquisition and production on his website

For Krashen, a conscious knowledge of grammar rules is of limited value and can at most enable
the student to ‘monitor’ production (Krashen 1982: 15).