Theory of Language Learning Lecturer: Dr.

Dwi
Rukmini,M.Pd

THE NATURAL
APPROACH
Presented By :
1. Tri
Kusnandi/0204510041
2. Mazulfah /0204510018
3. Arif
Silawati/0204510006

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Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

Background
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.
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Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

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

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Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

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.

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

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).
 
.
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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

Theory
The Natural Approach was based upon Krashen’s theories of
second language acquisition, and his Five Hypotheses..

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)

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

The contrasts between Acquisition and Learning can be

tabulated as follows:
Acquisition Learning

Implicit, subconscious Explicit, conscious

Informal situations Formal situations

Uses grammatical ‘feel’ Uses grammatical rules

Depends on attitude Depends on aptitudes

Stable order of acquisition Simplex to complex order of learning

(Vivian Cook)

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

The contrasts between Acquisition and Learning can be

tabulated as follows:
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)

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

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).

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

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).

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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

Nunan’s overview of the Natural Approach (1989, 194-195),

adapted here, outlines its characteristics:

Theory ofTheory ofObjectives Syllabus

language Learning
The essence ofThere are 2 waysDesigned to giveBased on a
language isof L2 languagebeginners/ selection of
meaning. development: intermediate communicative
Vocabulary notAcquisition alearner activities and
grammar is thenatural sub-communicative topics derived
heart of language conscious skills. Four broadfrom learner
process; areas; basicneeds
Learning apersonal
conscious communicative
process. Learningskills
cannot lead to(oral/written);
acquisition academic learning
skills
(oral/written)
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 Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

Activity types Learner roles Teacher roles

Roles of
materials
Activities allowingShould not try andThe teacher is theMaterials come
comprehensible learn language inprimary source offrom realia rather
input, about thingsthe usual sense,comprehensible than textbooks.
in the here-and-but should try andinput. Must createPrimary aim is to
now. Focus onlose themselves inpositive low-promote
meaning not form activities involvinganxiety climate.comprehension
meaningful Must choose andand
communication orchestrate a richcommunication
mixture of
classroom
activities

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Theory of Language Learning Lecturer: Dr. Dwi
Rukmini,M.Pd

Thank You

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