1. Chapter 15 The natural approach

2. Natural Approach (Krashen and Terrell, 1983)
emphasis on the primacy of meaning and communication rather than grammar
comprehensible input
meaningful communication
a relaxed classroom atmosphere
(To minimize stress, learners are not required to say anything until they feel ready, but they are expected to respond to teacher commands and questions)

3. Q: What are the differences between Natural Approach and Direct Method (Natural Method)?

4. The Natural Method (Direct Method, Berlitz 1984)
Target language only
Oral interaction
Spontaneous use of language
No translation
Inductive grammar teaching
Vocabulary learning through pictures and objects

5. Unlike the Direct Method (Natural method)
Less emphasis on…
Teacher monologues, direct repetition, formal questions & answers, accurate production of target language sentences
More emphasis on…
Exposure, or input, rather than practice
Optimizing emotional preparedness for learning
A prolonged period of attention to what the language learners hear before they try to produce language
Willingness to use written and other materials as a source of comprehensible input.

6. Krashen's language acquisition theory
1. Acquisition-learning hypothesis
Acquisition
Unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.
Learning
Conscious process in which rules of a language are developed. only occurs through formal teaching.
Cannot lead to acquisition.

7. 2. Monitor hypothesis
The acquired system initiates a speaker's utterances and is responsible for spontaneous language use.
The learned system has the function of a monitor or editor that checks and repairs the output of the acquired system.
This monitor can, "either operate post-hoc in the form of self-correction or as a last minute change of plan just before production." (Gramley & Gramley, 2008, p. 97)
Three conditions : time, form, and knowledge of rules.

8. 3. The natural order hypothesis
The acquisition of grammatical structures proceeds in a predictable order.
This order is independent of the learner’s mother tongue, age, and setting.
This natural order can be found in first language acquisition as well as in second language acquisition.
e.g. The learner acquires the progressive –ing, plural –s, and active voice before third person –s, or passive voice. (Richards, J. Platt, & H. Platt, 1992).

9. 4. Input hypothesis
Acquisition occurs when one is exposed to language that is comprehensible and that contains i+1.
He is able to move to a higher stage by understanding language containing "i+1" (slightly beyond the acquirer's current level of competence).

10. 5. The affective filter hypothesis
“Affective filter" --- a barrier that prevents learners from acquiring language even when appropriate input is available.
Attitudes or emotions like motivation, self-confidence and anxiety.
Krashen used it to explain the advantages of children over adults regarding language acquisition.

11. As much comprehensible input as possible
With regard to language teaching Krashen's hypotheses imply:
As much comprehensible input as possible
Materials and aids that foster comprehension
Focus on reading and listening
Meaningful communication and interesting input to keep the affective filter low

12. Q: Among the classroom activities described in the book (p
Q: Among the classroom activities described in the book (p.189), what would you like to apply to your own teaching?

13. Q: What are the roles of learners and the teacher?

14. The learner’s role --- a processor of comprehensible input
The pre-production stage
The learner is not forced to respond orally and is allowed to decide on his/her own when to start to speak.
The early-production stage
The student has to respond to simple questions and to use fixed conversational patterns.
The speech-emergent stage
The use of complex utterances emerges, for example in role plays or games.

15. Teacher’s role
To provide a constant flow of comprehensible input in the target language as well as non-linguistic clues.
To create a harmonious classroom atmosphere that fosters a low affective filter.
To decide on the classroom activities and tasks regarding group sizes, content, contexts, and materials.
To respond to students’ assumptions, organizations, and expectations of the method

16. Criticism Despite their avowed communicative approach to language, they view language learning, as do Audiolingualists, as mastery of structures by stages. The Natural Approach assumes a linguistic hierarchy of structural complexity that one masters through encounters with "input" containing structures at the "1 + 1" level (Richards and Rodgers, 2001)

17. Chapter 16 Cooperative language learning

18. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others (Olsen and Kagan 1992: 8) .

19. Vygotsky’s Zone of Proximal Development
The lower limit of ZPD is the level of skill reached by the child working independently.
The upper limit is the level of additional responsibility the child can accept with the assistance of adults or more-skilled children.

20. Objectives of Cooperative Language Learning approach
To foster cooperation rather than competition
To develop critical thinking skills
To develop communicative competence through socially structured interaction activities

21. Q: What are the differences between the traditional language teaching and Cooperative Language Learning?

22. 5 principles of cooperative nature of language and language learning (Richards and Rodgers, 2001, p.193)
Humans are born to talk and communication is generally considered to be the primary purpose of language.
Most talk/speech is organized as conversation.
Conversation operates according to a certain agreed upon set of cooperative rules or 'maxims‘.
One learns how these cooperative maxims are realized in one's native language through casual, everyday conversational interaction.
One learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities.

23. Q: What are the advantages of Cooperative Language Learning?

24. Providing the Chances of Input and Output
Group interaction assists learners in negotiating for more comprehensible input and in modifying their output to make it more comprehensible to others (Crandall, 1999; Kagan, 1995).
Creating Effective Climate
Time to think and receive feedback form group members, and the greater likelihood of success reduce anxiety and can result in increased participation in learning language (Crandall, 1999). Therefore, more participation will inevitably increase learner’s self-confidence and self-esteem.

25. Increasing a Variety of Language Functions
Students may find themselves involve in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning, exchanging conversation during group work.
Fostering Learner Responsibility and Independence
Students become more autonomous and self-controlled and over time, they will gradually move from interdependence to independence (Johnson & Johnson, 1991).

26. Q: What are the practical problems of Cooperative Language learning in Korean EFL context?