Natural Approach

Theoretical Framework

Terrell and Krashen's strong applied theoretical base in language acquisition theory, which some refer to as Krashen's language acquisition theory, distinguished the natural approach from other existing second-language learning methods and approaches of the time, which employed linguistics as a predominant theoretical focus. Krashen's language acquisition theory is summarized in a number of hypotheses: (a) the acquisition/learning hypothesis, in which a distinction is made between language acquisition as a natural phenomenon and language learning as one that is taught and learned like any other school subject; (b) the monitor hypothesis, which points out requirements so [Page 597]learners can monitor their learning to improve second-language proficiency; (c) the natural order hypothesis, which maintains that the acquisition of grammatical structures occurs in a predictable order; (d) the input hypothesis, which relates what a learner is exposed to with language acquisition; and (d) the affective filter hypothesis, which argues that the learner's emotional state or emotions can pass, impede, or block input necessary to language acquisition.

The natural approach resembles the communicative approach in that it offers a general set of principles that apply to a variety of teaching and learning situations, depending on student's needs, interests, and the level of skill brought in the target language. Instructional arrangements are approached from two points of view. First are typical goals, such as the development of personal and academic communication skills orally and in writing. These goals may also be expressed as situations, functions, and topics. Second, Krashen and Terrell maintained that purposes of language courses tend to vary, depending on students' needs and interests, and as such are inconsistent with the prescription for instructional arrangements made by the first perspective. It is difficult to specify communicative goals that fit all students' needs. Nonetheless, content selection should aim to reduce the affective filter through interesting content and a friendly, nonthreatening learning environment. Instructional arrangements should provide broad exposure to vocabulary useful to basic personal communication and resist focusing on grammatical structures. Mastery of grammatical structures will emerge naturally through their incorporation in a variety of communicative topics and functions over time.

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