A Critical View of the Natural Approach.

Autor/in	Donovan, L. G.
Titel	A Critical View of the Natural Approach.
Quelle	In: Selecta, 6 (1985), S.56-60 (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Adult Learning; Children; Communicative Competence (Languages); Comparative Analysis; Educational Environment; Individual Instruction; Instructional Effectiveness; Instructional Materials; Language Fluency; Language Usage; Learning Theories; Methods Research; Second Language Instruction; Second Language Learning; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Child; Kind; Kinder; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Individuelles Lernen; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Learning theory; Lerntheorie; Methodenforschung; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Natural Approach to second language instruction has theoretical flaws and tends to reverse teaching methods that have been used successfully for many years. The approach exaggerates the presumed failure of previous language programs and ignores some important characteristics of children's language learning processes. It assumes that explicit error correction is ineffective for children and adults. This theory is not firmly established. In addition, in suggesting that the vocabulary and structures for instruction be chosen for their communicative values and not for frequency of usage, and thus not be limited in extent, the method reverses sound and practical materials selections made through necessity since the 1960s. Second language instruction still requires a solid body of well-chosen frequently-used words, sentences, and morphological components that can be thoroughly mastered, frequently reviewed, and supplemented when necessary to prepare students to confront the random nature of real- world language needs. What is of primary importance is to adapt programs to the students, their needs, and their backgrounds and to provide competent, dynamic, and thoughtful teachers while avoiding the pitfall of making all classrooms into a testing ground for new versions of old theories. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC