Krashen and the Natural Approach

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Krashen and the Natural Approach

• Emily A. Thrush
• University of Memphis
• Department of English

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Theories of Stephen Krashen

• Language acquisition happens when
• Input is provided at the i1 level,
• The affective filter is lowered,
• The monitor is not made too strong by an
  overemphasis on accuracy, and
• The natural order of acquisition is respected.

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I1

• I means interlanguage, the point on the
  continuum between L1 and L2 that the student
  currently occupies.
• 1 means that the input should be just a little
  more complex or difficult than the learner can
  easily comprehend.

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Affective filter

• When a student in nervous or apprehensive in the
  language class, a filter goes up that prevents
  the input from getting through.
• The teacher can lower the affective filter by
  making the classroom a comfortable environment
  for the student to take risks in using the
  language.

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Monitor

• The monitor is the part of the brain that checks
  language output for accuracy.
• An overly strong monitor interferes with fluency
  because the learner is too worried about getting
  the grammar, pronunciation etc. correct to focus
  on meaning.
• Constant correction or focus on accuracy by the
  teacher strenghens the monitor, inhibiting
  fluency.

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Natural Order of Acquisition

• Research shows that many elements of grammar are
  acquired in a certain order regardless of when
  they are taught.
• For example, the plural and possessive s
  endings are usually acquired before the 3rd
  person singular s.
• Teachers can probably speed up the process of
  acquisition but not change the order.

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Natural Approach

• Developed by Krashen and Tracy Terrell.
• Based on Krashens theories of input, monitor and
  affective filter.
• Has influenced methods and techniques of teaching
  over the past 20 years, as well as textbooks and
  curricula

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Four Stages of Acquisition

• Pre-Production
• Early Production
• Speech Emergence
• Intermediate Fluency

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Pre-Production

• Students have minimal comprehension and cannot
  produce language yet.
• As comprehension improves, students can point,
  draw, respond with action, choose and act out to
  show they understand.
• Teachers should use visual aids and realia, use
  activities with physical responses and focus on
  building vocabulary.

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Early Emergence

• Students can produce one and two word answers and
  have greater comprehension.
• Teachers should ask yes/no questions, ask for
  one-word answers.
• Mistakes show development of language.

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Speech Emergence

• Students can produce phrases and sentences.
• Teachers should provide input through reading,
  use games and problem-solving activities,
  introduce writing exercises, use language
  familiar to students.
• Students can now define, explain, compare,
  role-play and retell.

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Intermediate Fluency

• Students can create longer passages of language,
  both written and verbal.
• Teachers should use activities that requiring
  higher level skills such as analyzing, supporting
  claims, defending, debating, and evaluating.
• Students will still make errors, especially in
  written work, but communication will be fairly
  clear.