Overview - An Overview of the Natural Approach - Education

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The Following are the Basic Five Hypotheses:

ACQUISITION-LEARNING DISTINCTION (ALD) HYPOTHESIS

1.Language Acquisition Device (LAD) NEVER shuts off.
2.LAD grinds slow but sure.
3.Acquisition requires conscious focus on meaning.
4.Learning requires conscious focus on form.
5.Human brind (brain+mind) cannot consciously focus on two
things at a time.
6.Acquisition and learning are in complementary
distribution; one cannot consciously focus both on form
and meaning at the same time.
7.When speaking fluently, you can only use your
(subconscious) acquired competence (AC).
8.Learning does not become acquisition through practice
(Non-interface position).
9.You can acquire what you have learned not through
conscious practice but through exposure to input
10.Learning-then-acquisition is more of a temporal sequence
rather than causal one.
11.Acquisition with or without conscious learning is
basically the same.

NATURAL ORDER (NO) HYPOTHESIS

1.Grammar rules of any language are acquired in a
predetermined order.
2.NO concerns acquisiton not learning.
3.NO remains the same irrespective of learning environment,
language background, intelligence etc.
4.Teaching/learning order does not correspond to NO of
acquisiton.
5.Inalterability of NO supports the non-interface position.
6.LAD is immune to conscious teaching/learning intervention.
7.You cannot acquire a rule unless you are
psycholinguistically ready.

INPUT HYPOTHESIS

1.Acquisition is inevitable when one is exposed to
comprehensible input (CI).
2.Acquisition takes place when conscious focus is on
meaning.
3.If you try consciously to focus both on form and meaning,
acquisition will not probably take place.
4.Comprehension precedes production.
5.Speaking emerges on its own after a silent period of
active listening (so does writing, after extensive
reading).

MONITOR HYPOTHESIS

1.(Conscious) learned competence (LC) act as a monitor or
editor.
2.LC can correct utterances initiated by AC only if there
is enough time.
3.LC also enhances comprehensibility and increase the
number of CI avenues.
4.Enhanced comprehension and increased CI mean faster
acquisition.
5.You should not expect LC to turn into AC.
6.The main aim in developing LC should be the facilitation
of comprehension (receptive grammar), not the
conversion from LC to AC.

AFFECTIVE FILTER (AF) HYPOTHESIS

1.Only errors causing meaning problems should be corrected.
2.Error correction does not necessarilylead to the
correction of errors.
3.Correcting from errors strengthen AF which, in turn,
block acquisiton.
4.Forcing premature production strengthens AF as well.

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