The Natural Approach
In 1977, Tracy Terrell, a teacher of Spanish in California, outlined a proposal for a new
philosophy of language teaching, which he called the Natural Approach. It incorporated the
‘naturalistic principles’ (similar to the natural development of L1) for second language
acquisition. Stephen Krashen, an applied linguist at the University of California contributed the
theoretical rationale for the approach with his influential theory of language acquisition. Their
combined statement of the principles and practices of the Natural Approach appeared in their
book The Natural Approach published in 1983.
Natural Approach by Krashen and Terrell shares with the Natural Method (Direct
Method), the emphasis on naturalistic language learning in young children. However, unlike
Direct Method, Natural Approach places less emphasis on teacher monologues, direct repetition
and formal questions and answers and does not focus on accurate production of target
language sentences. In the Natural Approach, there is an emphasis on exposure or ‘input’,
rather than practice. It emphasizes emotional preparedness for learning, a prolonged period of
attention to what the language learners hear (comprehension) before production of
language and willingness to use written and other materials as ‘comprehensible input’. It
emphasizes the central role of comprehension.
The approach differs from CLT in its emphasis on comprehension before speech
production/ communicative activities.
Theory of Language
Krashen and Terrell see communication as the primary function of language in tune with
other communicative approaches. Acquisition can take place only when people understand
messages in the target language. It has a view of language as consisting of lexical items,
structures and messages. However, Krashen and Terrell feel that grammatical structure does
not require explicit analysis or attention by the language teacher, language learner or in
language teaching materials.
Theory of Learning
There are two ways of L2 language development – acquisition (a natural subconscious process)
and learning (a conscious process). Learning cannot lead to acquisition. Krashen’s hypotheses
on acquisition – the acquisition/ learning hypothesis, the monitor hypothesis, the natural
order hypothesis, the affective filter hypothesis and the input hypothesis – form the
theoretical base for the Natural Approach.
Objectives
The approach is designed to give beginners and intermediate learners, the basic
communication skills. Four broad areas are focused on – basic personal communicative skills
(oral/written) and academic learning skills (oral/written).
Syllabus
Based on a selection of activities and topics derived from learner needs.
Activity Types
Activities allowing comprehensible input, about things in the here-and–now. Focus on meaning,
not on form.
Learner Roles
Learners should not try and learn language in the usual sense, but should try and lose themselves
in activities involving meaningful communication.
Teacher Roles
The teacher is the primary source of comprehensible input. Teacher must create positive, low
anxiety climate for acquisition. The teacher must choose and orchestrate a rich mixture of
classroom activities.
Role of Materials
Materials come from realia rather than textbooks. Primary aim is to promote comprehension and
communication.
The Natural Appraoch (like CLT) falls into the category of language teaching methods
based on observation and interpretation of how learners acquire L1 and L2 in non-formal
settings. It rejects the formal (grammatical) organization of language as a prerequisite to
teaching.
