第七章 自然法Natural Approach.docx
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第七章 自然法Natural Approach.docx
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第七章自然法NaturalApproach
第七章自然法NaturalApproach:
background---TheNaturalApproachwasproposedin1977byTracyTerrell,ateacherofSpanishattheUniversityofCalifornia.Later,TerrelljoinedforcewithStephenKrashen,anappliedlinguistattheUniversityofSouthernCalifornia.DrawingonKrashen’sinfluentialtheoryofsecondLanguageAcquisition,theytriedtoprovideadetailedtheoreticalrationalefortheNaturalApproach.In1983,theirjointeffortcameoutinabookTheNaturalApproach:
LanguageAcquisitionintheclassroom,whichstatestheprinciplesandpracticesoftheNaturalApproach.Thisnewphilosophyoflanguageteachingwasanattempttodevelopalanguageteachingproposalthatincorporatedthe“naturalistic”principlesinthestudiesofsecondlanguageacquisition.TheNaturalApproachemphasizesthecentralroleofcomprehensionandbelievesthat:
①Comprehensionabilitiesprecedeproductiveskillsinlearningalanguage②Theteachingofspeakingshouldbedelayeduntilcomprehensionskillsareestablished③Skillsacquiredthroughlisteningtransfertootherskills④Teachingshouldemphasizemeaningratherthanform⑤Teachingshouldminimizelearns’stress
Mainfeatures---⑴Languageisbesttaughtwhenitisbeingusedtotransmitmessages.TheNaturalApproachconsidersinputasthemostimportantelementofanylanguageteachingprogramme.Languageisbesttaughtwhenitisbeingusedtotransmitmessages,notwhenitisexplicitlytaughtforconsciouslearning.⑵Implicationsforclassroompractice:
①whateverhelpscomprehensionisimportant.②Vocabularyisimportant.Withmorevocabularytherewillbemorecomprehensionandwithmorecomprehension,therewillbemoreacquisition.③Studentsmustunderstandthemessage.④Classroomwithinterestinginputmaybeaverygoodplaceforsecondlanguageacquisition.⑶Guidelinesforclassroompractice:
①ThegoaloftheNaturalApproachiscommunicationskills.②Comprehensionprecedesproduction.③Productionemerges.④Acquisitionactivitiesareessential.⑤Lowertheaffectivefilter.⑷Characteristicsofclassroomteaching:
①Classtimeisdevotedprimarilytoprovidinginputforacquisition.②Theteacherspeaksonlythetargetlanguageintheclassroom.Studentsmayuseeitherthefirstorsecondlanguage.Iftheychoosetorespondinthesecondlanguage,theirerrorsshouldnotbecorrectedintheprocessofcommunication.③Homeworkmayincludegrammarworkanderrorsshouldbecorrected.④Thegoalsaretoenablestudentstotalkaboutideas,performtasks,andsolveproblems.⑸Theroleoflearner:
Thelanguagelearnersareconsideredasprocessorsofcomprehensibleinput.Theycandecidewhentospeak,Whattospeakabout,andwhatlinguisticexpressionstouseinspeaking.Theirroleschangeaccordingtotheirstageoflinguisticdevelopment.(6)Theroleofateacher:
ThenaturalApproachteacherhasthreecentralroles.Sheisfirsttheprimarysourceofcomprehensibleinputinthetargetlanguage.Hersecondroleistocreateaclassroomatmospherethatisinteresting,friendly,andinwhichthereisalowaffectivefilterforlearning.Finally,theteachermustchooseandusearichmixofclassroomactivities,involvingavarietyofgroupsizescontent,andcontexts.(7)Theroleoftesting:
istomotivatestudentstopreparefortestsbyobtainingmorecomprehensibleinputandtomotivateteacherstosupplymorecomprehensibleinput.
Objectives---TheNaturalApproachisprimarilydesignedtodevelopbasiccommunicationskills---bothoralandwritten---andisdesignedtohelpbeginnersbecomeintermediates.Thestudentsareexpectedtobeabletofunctionadequatelyinthetargetsituation.Theyshouldbeabletomakethemeaningclear.ThegoalsofaNaturalApproachclassaredividedaccordingtobasicpersonalcommunicationskillsandacademiclearningskills,withfocusontheformer.Communicationgoalsarespecifiedintermsofsituations,functionsandtopics.
Procedures---⑴Pre-productionstage:
Atthisstage,theteacherprovidescomprehensibleinput,maintainsfocusonthemessageandhelpsloweraffectivefilters.Thispre-productionstageallowsthestudentsanopportunitytobegintheacquisitionprocess.⑵productionstage:
TheNaturalApproachusesthreestagesasabasisforbeginners;allinvolvepersonalizationandtheuseoffamilytopicsandsituations.Thefirststageisaimedprimaryatlowingtheaffectivefilterbyputtingthestudentsintosituationsinwhichtheycangettoknoweachotherpersonally.Thestudentslearnhowtodescribethemselves,theirfamily,andtheirfriendsinthetargelanguage.Thesecondstageconsistsofgivingthestudentscomprehensibleinputaboutexperiencesandallowingforopportunitiestoengageinconversationsabouttheirownexperiences.Thethirdstageconsistsofinputanddiscussions,concerningopinions.Studentsdiscusspoliticalissues,civilrights,family,andsoforth,andgainthecompetencetoexpresstheirownviews.
Techniques---⑴Acquisitionactivities:
①Affective-humanisticactivitiesattempttoinvolvestudents’feelings,opinions,desires,reactions,ideas,andexperiences.Opendialogues,interviews,referenceranking,personalcharts,supplyingpersonalinformation,description,etc.areoftenusedtoinvolvestudentsincommunicatinginformationaboutthemselves.②Problem-solvingactivitiesarethoseinwhichthestudents’attentionisfocusedonfindingacorrectanswertoaquestion,aproblemorasituation.③Gamesarethethirdgroupofactivities.Theprimaryfocusofanyparticulargameisonwords,discussion,action,contest,problem-solving,andguess.④Contentactivitiesaretheoneswhosepurposeisforthestudentstolearnsomethingnewotherthanlanguage.Theyincludeslideshows,panel,individualreportsandpresentations,“showandtell”activities,music,films,filmscripts,TVreports,newsbroadcasts,guestlectures,nativespeakervisitorsreadinganddiscussionsaboutanysortofthetargetlanguageandculture.⑵Typicaltechniques:
Intheearlystagesofspeechproduction,theNaturalApproachusesrandomvolunteeredgroupresponses,whichplacelittledemandontheindividualstudentbutallowearlyuseofthetargetlanguage.Asforerrors,ifstudents’responseiswronginmeaning,theteacherwillcorrectthemimmediately.Butiftheresponseisappropriate,butill-formedorpronouncedincorrectly,theteacherwillfirstgiveapositiveresponse,thenusereformationsandexpansions,justasinreal-lifesituations.Theparticularlygoodtechniqueistheonethatconsistsofgivingcommandstostudentsandhavingthemactuallyactoutwhattheteachersays.TheNaturalApproachalsoprovidesappropriatetextsandreasonsforreading.
NaturalApproach:
Theoryoflanguage---a.Communicationastheprimaryfunctionoflanguage;andemphasisonmeaningKrashenandTerrellseecommunicationastheprimaryfunctionoflanguageandsincetheirapproachfocusesonteachingcommunicativeabilities,theyidentifytheNaturalApproachwiththeCommunicativeApproach.WhatKrashenandTerellemphasizeintheirapproachistheprimacyofmeaning.b.ImportanceofvocabularyKrashenandTerrellstresstheimportanceofvocabulary,suggestingthatalanguageisessentiallyitslexicon.c.Notnecessarytoanalyzegrammaticalstructure;andrulesautomaticallyprovidedintheinput.KrashenandTerrellholdthatgrammaticalstructuredoesnotrequireexplicitanalysisorattentionbytheteacher,bythelearner,orinlanguageteachingmaterials.Theyassumethatifweprovideinputoverawidevarietyoftopicswhilepursuitingcommunicativegoal,thenecessarygrammaticalrulesareautomaticallyprovedeintheinput.
Theoryoflearning---a.Krashen’sMonitorModelofsecondlanguagedevelopmentTheMonitorModelisthecenterofKrashen’ssecondlanguagelearningtheory.Krashenarguesthathisaccountprovidesageneralor“overalltheory”ofsecondlanguageacquisitionwithimportantimplicationsforlanguageteaching.b.Twodistinctprocesses:
acquisitionandlearningKrashen’sMonitorModelofsecondlanguagedevelopmentdistinguishestwodistinctprocessesinsecondandforeignlanguagedevelopmentanduse.Oneiscalled“acquisition”,whichreferstothesubconsciousprocessleadingtothedevelopmentof“competence”andisnotdependentontheteachingofgrammaticalrules.Thesecondprocesscalled“learning”,referstotheconsciousstudyandknowledgeofgrammaticalrules.Inproducingutterances,learnersinitiallyusetheiracquiredsystemofrules.Learningandlearnedruleshaveonlyonefunction:
toserveasamonitororeditorutterancesinitiatedbytheacquiredsystem.c.ThefivehypothesisofKrashen’sMonitorModel①Theacquisition-learninghypothesisKrashenmaintainsthatsecondlanguagelearnershaveattheirdisposaltwodistinctandindependentwaysofdevelopingcompetenceinasecondlanguage.Oneisacquisition.Theotherislearning.Acquisitioncomesaboutthroughmeaningfulinteractioninanaturalcommunicationsetting.Thiscontrastswiththelanguagelearningsituationinwhichstudentstrynottomakemistakesandtheirteachercorrectsthemoncetheyarefound.Learning,accordingtothetheory,cannotleadtoacquisition.②TheMonitorhypothesisThemonitorhypothesisstatesthatlearninghasonlyonefunction,andthatisasamonitor.Itusesconsciousgrammaticalknowledgetodeterminetheformofproducedutterances.Themonitor(knowledgeofgrammarrules)isthoughttoplayaminorroleinsecondlanguagelearningprocess.③ThenaturalorderhypothesisThenaturalorderhypothesisstatesthatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherlate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidenc
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