Manapova
G.K., Manapov E.K.
Kazakh state women’s teacher training university,
Kazakhstan
Boarding school named after K.Akhmetov
Natural approach in second language
learning
The problem of teaching a foreign language
is particularly relevant nowadays, because changes in education increasingly
orientate it toward "free development of a man", on creative
initiative, independence of learners, competitiveness, mobility of future
specialists.
There are various approaches and methods
to teach English language in the second language context. Teachers of this
language apply different methods convenient or suitable for the learners'
specific requirements.
One
of these methods is the natural approach which was developed by Tracy Terrell
and Stephen Krashen. This method appeared in 1983. It
is based on the language accusation theory developed by S.Krashen.
The native language should not be used in the classroom. A lot of vocabulary should
be exposed to the students, a lot of activities should be developed as well. A
natural approach is a method based on observation and interpretation on how a
person acquires his or her first language. It rejects the formal organization
of language. It is not based on grammar. It is based on communication. It emphasizes
comprehensive and meaningful practice activities rather than production of grammatically
perfect sentences. The natural approach is based on the use of language communicative
situations without recourse to the native language and without reference to
grammatical analysis. The natural approach is based on principles of
naturalistic language learning principles.
Using a natural approach, the teacher
promotes understanding, strengthening of communication among students. During
training the learner uses photos, visual aids and multimedia-resources to master
new vocabulary and provide information resource for communication. Teaching the
language is focused on the fastest achievement of communicative goals, on
formation of communicative competence. A teacher
provides an opportunity for learners to learn the language naturally, not purposefully. Students can and must make
mistakes and they do not need to be corrected, since this affects the overall
mood, reduces motivation and does not facilitate natural communication.
The Natural Approach teacher has three
central roles:
- the
teacher is the primary source of comprehensible input in the target language.
“Class time is devoted primarily to providing input for acquisition,” and the teacher
is the primary generator of that input. In this role the teacher is required to
generate a constant flow of language input while providing a multiplicity of
nonlinguistic clues to assist students in interpreting the input.
- the
Natural Approach teacher creates a classroom atmosphere that is interesting,
friendly, and in which there is a low affective filter for learning. This is
achieved in part through such Natural Approach techniques as not demanding
speech from the students before they are ready for it, not correcting student
errors, and providing subject matter of high interest to students.
- the
teacher must choose and orchestrate a rich mix of classroom activities,
involving a variety of group sizes, content, and contexts. The teacher is seen
as responsible for collecting materials and designing their use. These
materials, according to S. Krashen and T. Terrell are
based not just on teacher perceptions, but on elicited student needs and
interests.
These are
steps to follow in planning a lesson using the Natural approach to
second-language teaching:
-
presentation of a situation or context through a brief dialogue or several
mini-dialogues, preceded by a motivational activity relating the dialogue to
learners’ experiences and interest.
- it includes
a discussion of functional and situational roles, settings, topics at the level
of formality or informality that function or situation demands.
-study of
the basic communicative expressions in the dialogue or one of the structures
that exemplifies the function, using pictures, real objects, or dramatization
to clarify the meaning.
There are
some advantages of this method:
1. Students
acquire the target language in a natural and easy way.
2. Teaching
materials are designed very well. Students can acquire language from easy to
difficult, from simple to complex, and from concrete to abstract.
3. Much
attention is paid to the expansion of students’ vocabulary, because with the
help of vocabulary they can understand and convey any content, even the level
of grammatical skills is very low.
Knowledge
and application of this method in teaching English as a foreign language can
make the teacher's practical work more interesting and diverse. This innovative
method helps the students learn faster and in an efficient, interesting and interactive
manner.
References:
1. Krashen, S.D., and Terrell, T. D., The natural approach: Language acquisition in
the classroom. Oxford: Pergamon Press.
2. Richards,
J.C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching
(second edition). Cambridge: CUP.