ations of what CLT actually means and involves. See Types of Learning and The PPP Approach to see how CLT can be applied in a variety of more specific methods.
. 9 Natural Approach
Krashen and Tracy Terrell developed the Natural Approach in the early eighties (Krashen and Terrell, 1983), based on Krashen s theories about second language acquisition. The approach shared a lot in common with Asher s Total Physical Response method in terms of advocating the need for a silent phase raquo ;, waiting for spoken production to emerge of its own accord, and emphasizing the need to make learners as relaxed as possible during the learning process. Some important underlying principles are that there should be a lot of language acquisition as opposed to language processing raquo ;, and there needs to be a considerable amount of comprehensible input from the teacher. Meaning is considered as the essence of language and vocabulary (not grammar) is the heart of language. part of the Natural Approach, students listen to the teacher using the target language communicatively from the very beginning. It has certain similarities with the much earlier Direct Method, with the important exception that students are allowed to use their native language alongside the target language as part of the language learning process. In early stages, students are not corrected during oral production, as the teacher is focusing on meaning rather than form (unless the error is so drastic that it actually hinders meaning) .activities prevail throughout a language course employing the Natural Approach, focusing on a wide range of activities including games, role-plays, dialogs, group work and discussions. There are three generic stages identified in the approach:
. Preproduction - developing listening skills;
. Early Production - students struggle with the language and make many errors which are corrected based on content and not structure;
. Extending Production - promoting fluency through a variety of more challenging activities.'s Theories and the Natural approach have received plenty of criticism, particularly orientated around the recommendation of a silent period that is terminated when students feel ready to emerge into oral production, and the idea of ?? comprehensible input raquo ;. Critics point out that students will emerge at different times (or perhaps not at all!) and it is hard to determine which forms of language input will be comprehensible to the students. These factors can create a classroom that is essentially very difficult to manage unless the teacher is highly skilled. Still, this was the first attempt at creating an expansive and overall approach rather than a specific method raquo ;, and the Natural Approach led naturally into the generally accepted norm for effective language teaching: Communicative Language Teaching.
. 10 Emotional-semantic method
the root of emotional and meaningful method of learning foreign languages ??is Bulgarian psychiatrist Losanov, worked with patients at their own method of psychological correction. He created the so-called Interest groups and learning a foreign language was medical instrument. In Moscow in 2-language schools, method of Lozanov is used: System - 3 and School of Kitaygorodskaya. Naturally, the methods of Schechter Igor and Galina Kitaygorodskaya also differ from the system of Lozanov of how their students from patients of Bulgarian doctor.of Kitaygorodskaya is working on the method of the same name for 25 years, built on combination Lozanov developments in fundamental courses , and takes both adults and children.method involves free Schechter linguistic communication of teachers with students from the first lesson. Students choose a middle name, familiar to the media studied language, and the corresponding legend architect from Glasgow, a violinist from Palermo etc. The method that the phrases and designs are stored naturally: Be wary of Moscow papan and maman? It is well known that many metropolitan gentry who lived at the turn of XVIII-XIX centuries by the words of Pushkin, in Russian know not well. The patriotic wave swept Linguistics high society only after the events in 1812. To some extent the Russian nobility could be considered forerunners of those who study language by the method of Schechter. In his school, System - 3 not to install the creator of the method, which argued that the basic rules of grammar to the student, must walk independently. Grammar courses serve as bridge-ligaments between the two stages of training (a total of 3). Expected that after the first phase of a student will not be lost in the language is spoken after the second - do not get lost in the grammar of their own monologue, and after the thi...
