Pedagogical Applications of the Natural Approacha. General Foundations
• The goal is ‘the ability to communicate with native speakers of the target language’
Comprehension precedes production — the Silent Period.
• Production begins (emerges) naturally.
• Acquisition activities are central, though some monitoring may be useful for some
people sometimes.• If the learners’ affective barrier is too high (e.g. lack of motivation and low selfimage),
the learners will achieve low.
Speech comes about in stages.
• Group rk encourages speech.
• Speech emergence is characterized by grammatical errors.
b. Classroom Techniques (all acquisition activities)
Affective-Humanistic activities
Classroom techniques include dialogues — short and useful - ‘open’ dialogues interviews — pair
work on personal information personal charts and tables preference ranking — opinion polls on
favorite activities etc revealing information about yourself — e.g. what I had for breakfast
activating the imagination — e.g. give Napoleon advice about his Russian campaign
Problem-solving activities
There are many types of problem-solving activities that help natural acquisition.
They include
• Developing speech for particular occasions — e.g. what do you say if...?
• Games, e.g. what is strange about ... a bird swimming?’
• Content activities, e.g. academic subject matter
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