Krashen and the Natural Approach

1. Krashen and the Natural Approach Emily A. Thrush University of Memphis Department of English

2. Theories of Stephen Krashen • Language acquisition happens when • Input is provided at the i+1 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.

3. I+1 • “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.

4. 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.

5. 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.

6. 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.

7. Natural Approach • Developed by Krashen and Tracy Terrell. • Based on Krashen’s 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

8. Four Stages of Acquisition • Pre-Production • Early Production • Speech Emergence • Intermediate Fluency

9. 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.

10. 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.

11. 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.

12. 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.