A book critique of The Natural Approach: Language Acquisition in the Classroom

Krashen (1983) is a well known researcher in the field of Second Language Acquisition because he proposed a theoretical model based on five interrelated hypotheses: The Acquisition -Learning Hypothesis, The Natural Order Hypothesis, The Monitor Hypothesis, The Input Hypothesis and The Affective Filter Hypothesis. According to Krashen (1983), “the central hypothesis of the theory is that language acquisition occurs in only one way: by understanding messages” (p. 1). This means that acquisition is based primarily on what we hear and what we understand, not what we talk”

As Krashen (1983) states, “the goal (…) according to this view is to supply comprehensible input, (…) and to bring the student to the point where he or she can understand language outside the classroom” (p.1).

Krashen (1983) also argues,

“the Natural Approach (NA) is based on an empirically grounded theory of second language acquisition and is relatively simple to use and it is easily adapted to a variety of situations (e.g. foreign language, public school, bilingual programs, etc) (p.1).

This careful study presents a formal and academic writing style and it implies a deep analysis of the Second Language Acquisition (SLA) Theory, in which teachers and students are taken into account. This useful book provides not only examples of the theory discussed, but also interesting activities to implement in the language classroom, focused on the four skills (listening, speaking, reading and writing). However, as Krashen (1983) points out, “What looked reasonable to the university professor on paper did not always work out in the classroom” (p.1).

This book consists of seven chapters, a preface and a bibliography.  In the first chapter, Krashen (1983) compares Traditional with Non- Traditional Approaches to Language Teaching. In the second chapter, he introduces The Second Language Acquisition Theory. In the third chapter, he describes the implications of Second Language Acquisition Theory for the Classroom. In the fourth chapter, he explores the way to get started with the Natural Approach. In the fifth chapter, he emphasises on the Oral Communication Development through Acquisition Activities. In the sixth chapter, the author provides Additional Sources of Input for Acquisition and Learning. In the seventh chapter, Krashen suggests Testing and Classroom Management. 

To conclude, this significant book provides a direct test of the Natural Approach from theory to practice, which helps teachers to focus on different techniques through a variety of classroom activities. In this book, Krashen (1983) deeply analyses the Second Language Acquisition Theory through the seven chapters and he also suggests a curriculum organization. That is the reason why The Natural Approach is highly recommended for language teachers and second language learners. However, the application of the theory, the methodology, is not always adequately field-tested. This book should have included other researchers such as Mc Laughlin (1987) or Gregg (1984) who critiqued not only Krashen (1983) distinction between acquisition and learning processes, but also Krashen´s “zero option” for grammar instruction.

References

Gregg, K. (1984). Krashen’s monitor and Occam’s razor. Applied Linguistics, 5, 79-100. Retrieved November 2011, from http://www.stanford.edu/~kenro/LAU/ICLangLit/NaturalApproach.htm

Krashen, S.D., & Terrell, T.D. (1983). The Natural Approach: Language Acquisition in the Classroom. London, UK: Prentice Hall Europe.

McLaughlin, B. (1987). Theories of Second Language Learning. London, UK: Edward Arnold. Retrieved November 2011, from http://www.stanford.edu/~kenro/LAU/ICLangLit/NaturalApproach.htm