The Natural Approach: Stages of Second Language Development

Becoming proficient in English, and even more so in academic English, is

a long process. Learners go through a fairly regular sequence, regardless of
their native languages. For learners from certain first language backgrounds,
there may be substages within the sequence, and some learners may progress
at slower or faster rates based on a variety of factors, including native
language, age, affective issues, and so on.
A good first step in understanding how to help ELLs learn is becoming
familiar with the stages of second language acquisition (SLA). There are many
models of the process of SLA, but one simple model based on the teaching
approach called the Natural Approach (Krashen, S.D. & Terrell, T.D., 1983) has
been very useful to content area teachers who work with ELLs. It is important
to note that this model varies according to learner characteristics and that the
stages are fluid and not discrete.
The Natural Approach segments the complex process of SLA into four
basic levels or stages and details student and teacher behaviors at each one.
Knowing the characteristics of each level equips teachers to communicate
effectively with ELLs and to select appropriate teaching strategies. A brief
description of each level follows, including an abbreviated matrix of the levels
for categorizing your ELL students accordingly.

Stage 3—Speech Emergence

At this point, somewhere between one and three years of exposure to

English, ELL students’ development of proficiency increases exponentially.
They use phrases and sentences, and their receptive vocabulary grows to
nearly 7,000 words. Questions they are now able to answer include “how” and
“why,” which require fairly complex responses. Because they can understand a
great deal and can express themselves fairly effectively, albeit with grammatical
simplicity and developmental errors, ELLs at the Speech Emergence stage can
participate in a variety of teaching strategies. General student-centered
practices such as scaffolding and expansion, poetry, songs, chants, prediction,
comparing/contrasting, describing, cooperative learning, problem solving,
charting, and graphing are appropriate for ELLs, but the classroom teacher
must remember to provide them with additional support. This includes: 1)
analyzing the degree of what Jim Cummins (1982) terms cognitive complexity
(the difficulty of a given task) and contextual support (i.e., nonverbal input,
such as pictures, and experiences such as hands-on activities) and increasing
the context appropriately; 2) being mindful of one’s own oral and written
communication, including the use of complex language structures (e.g.,
subordinate and relative clauses, the passive voice), idioms (e.g., using the
term “brush up on” rather than “review/practice”), unusual vocabulary (e.g.,
“wheedle” versus “convince”), the rate of speech, the degree of redundancy and
paraphrasing, and the frequency of comprehension checks to determine
whether the ELL is actually following and understanding; and 4) increasing the
number of non-verbal cues, such as showing short video snippets, providing
diagrams such as concept maps and other graphic organizers. At every stage,
whenever communication breaks down, the teacher should employ the same
strategies as those used in the beginning stages, such as showing a picture,
consulting a bilingual dictionary, gesturing and acting out, etc.

Interactive Teaching and Learning Activities

The Natural Approach, a language teaching methodology developed by

Tracy Terrell and Stephen Krashen, has had a profound impact on English
Language Teaching (ELT) classrooms worldwide. It encourages language
acquisition in a natural, intuitive way, advocating for immersive, meaningful
interactions in the target language. This approach greatly influences role-plays,
lesson planning, and activities in ELT classrooms.
The goal of the approach is to foster communication in the target
language, create real meaning and develop communication skills. Krashen and
Terrell (1983) maintained that the Natural Approach is mainly for beginners
and can be designed to help them become intermediates. Since one of the
principles of the Natural Approach denotes that comprehension outpaces
production, the fundamental aim is to ensure that comprehension takes place.
During our observations, the teacher mainly relied on teacher talk, repetition
and acting out. The teacher tried to make sure that what she communicated
was understood by each student rather than focusing merely on the accuracy
of language forms.
The Natural Approach has a profound theory of learning which is based
on Krashen’s five-faceted theory of language acquisition. Accordingly, the
Natural Approach assumes that foreign/second language learning should
develop in a natural way that is very similar to first language acquisition while
errors are regarded as natural outcomes of language development process.
Moreover, it is assumed that learners acquire a language best if the input is
slightly above their current level of competence. Finally, it is believed that
language learners should be provided with an anxiety-free and fostering
classroom atmosphere in which they can use the target language when they
feel that they are ready. In our particular case, the practices of the teacher we
observed were in great conformity with the principles of the Natural Approach.
For instance, the teacher selected tasks that were meaningful, focusing on
conveying the meaning in the target language and quite similar to those that
students engaged with in real life (i.e., telling the time and talking about their
daily routines). Besides trying to build the lesson on the students' previous
experiences, the teacher also provided the students with ample modeling and
guidance by using teacher talk. In this sense, teacher talk was the major
source of comprehensible input. The teacher adjusted the level of her talk to
the cognitive level of the students by using gestures, mimes, and repetition of
the keywords. Furthermore, in line with the principles of the Natural Approach,
she frequently invited volunteers rather than calling on names to engage
students in the activities. This situation helped create a less anxiety provoking
environment. Consequently, the students felt ready and secure to give their
answers. According to the Natural Approach, during earlier phases of the
language learning process, the focus should be on comprehension rather than
production. It is assumed that production will later emerge naturally (Krashen
& Terrell, 1983). Nevertheless, this does not mean that students should not be
encouraged to use the language. In our particular case, the students engaged
in the activities that focused mainly on comprehension and required minimum
production.
The main aim of the Natural Approach is fostering the communicative
competence. Accordingly, its theory of language includes a large lexicon,
messages to be conveyed and rather broad grammar rules. During our
observations, we concluded that the teacher paid more attention to the lexicon
that carries the meaning and communication. She did not explicitly and
extensively deal with grammar whereas she emphasized key vocabulary with
acting out, mimes, gestures, and realia.

1. Role-Plays: In the Natural Approach, role-plays are seen as indispensable

tools. By mimicking real-life scenarios, students can practice English in
context, shaping their understanding and usage of language through the
dynamics of the situation. For example, students may enact a scene from a
restaurant, where they have to order food or interact with restaurant staff. The
spontaneous nature of these role-plays encourages students to think on their
feet, fostering better fluency. The communicative nature of role-plays also
fosters an empathic learning environment, enhancing cognitive and socio-
emotional growth.

2. Lesson Planning: The Natural Approach proposes that lesson planning

should focus on providing contextually rich, comprehensible input. Teachers
should design lessons to foster interaction and active participation. Lessons
may begin with easier tasks to build confidence, and then gradually move on to
more complex activities. The Objectives should be clear, focusing on facilitating
communication skills and enhancing understanding rather than just
memorizing grammar rules or vocabulary. The emphasis is on the use of
visuals, realia, and other materials that can foster a close to real-life
environment. Teaching is flexible and error-tolerant, where making mistakes is
seen as a natural part of the learning process.

3. Activities: The Natural Approach promotes participatory activities that

engage students. Rather than rote learning of grammar rules and vocabulary,
learners are encouraged to acquire the language through a more hands-on
approach. Activities such as information gaps, jigsaw reading, storytelling,
group work, and peer teaching are used. For example, learners might be given
incomplete diagrams or stories which they must work on in groups to
complete, facilitating negotiation and reinforcement of learning. Language
games focus on the interactive nature of communication, promoting a relaxed,
playful classroom environment that relieves anxiety and fosters positive
attitudes towards learning English.

4. Student and teacher roles: The Natural Approach challenges the traditional
role of teachers that requires a great degree of control in explanation, practice,
and application in the classrooms. Terrell (1977) claimed that when teachers
take full responsibility for these three aspects, there is little room left for
communication. Therefore, the Natural Approach suggests that a teacher may
act as a guide, input provider, and facilitator. A teacher is expected to generate
the comprehensible input that facilitates language acquisition; create an
interesting, motivating, learner-friendly and anxiety-free atmosphere in which
affective filter is low; and orchestrate a wide range of activities across different
groups and contexts. However, the primary responsibility for language
acquisition belongs to learners themselves. Learners need to determine where
and when to improve their speech by using what they have already learned.
During our two-hour observations, we did not collect sufficient evidence related
to learner autonomy in the classroom. However, the teacher guided the
students into activities and fact.

5. Interaction in the classroom and students’ feelings: Interaction is

placed at the heart of the Natural Approach classroom. Krashen and Terrell
(1983) emphasized that the main goal of the Natural Approach is
fostering communicative competence and personal communication skills. It is
no wonder that the nature of the interaction taking place in a Natural
Approach classroom would reflect the ideas behind these goals.
Accordingly, when a language course is structured for beginners, it includes
three stages. These stages are personal identification stage, experiences and
opinions which aim at lowering the affective filter and creating a learner-
friendly and relaxed atmosphere. During personal identification stage,
learners can describe themselves, their families and friends and learn about
their classmates. At experiences stage, learners can reveal more personal
features by talking about their childhood, sad and happy experiences and
journeys. At opinions stage, they can talk about issues such as family, civil
rights or something that is concerning to them.
Another issue that shapes the interaction taking place in the Natural
Approach classroom is affective filter. Since one of the most prominent
goals of the Natural Approach is to lower affective filter, it is significant that
teachers pay specific attention to boost the confidence of learners in
expressing themselves in the target language, communicate with their
peers and develop positive attitudes to a new language. In our particular case,
the teacher seemed to care about how the students felt. For instance, she
frequently used TPR activities to engage them in the action and prevent them
from getting bored. She also employed pair-work activities to help the students
engage in conversations and obtain personal information about their
classmates.
6. Materials: Materials used in the Natural Approach classes need to be
meaningful, related to real life and fostering genuine interaction among
language learners. Pictures, visual aids, charts, maps, advertisements,
magazines would prove useful for the focus is on promoting comprehension
and communication. Picture stories, arts and crafts, cartoons, puppets may be
used especially with the younger learners. During our observations, the teacher
made use of several materials such as pictures and timetables. In the Natural
Approach, teachers are advised to either prepare or adapt authentic materials
from the real world rather than sticking to a single course book. Thus,
developing, selecting and adapting materials to be used in the classroom may
place a burden on a teacher applying the Natural Approach.

In summary, the Natural Approach has revolutionized the ELT

classrooms by infusing them with a rich tapestry of role-plays, holistic lesson
planning, and intuitive, immersive activities. The emphasis shifted from the
mechanical structure of the language to its communicative and interactive
aspects. Students are no longer passive receivers of knowledge, but active
participants in their own learning process. By providing an environment that
promotes natural learning, students are more likely to maintain motivation and
achieve a high degree of language proficiency.

Prepared by:
KIMBERLY JOYCE T. CALLADO, MED-ENGLISH