自然教學法(the natural approach)

　　自然教學法由Tracy Terrel和Stephen Krashen於1977年提出。

　　其學習理論建立在許多假設上：

* 語言習得(透過有意義使用語言而不自覺習得的過程)是不同於語言學習的(有意識學習或發現語言規則)，且語言習得是唯一在第二語言中獲得能力的方法(習得/學習假設)。
Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis)
* 有意識學習如監控或編輯已學習的輸入，並作確認或更正(監控假設)。
Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The monitor hypothesis)
* 文法結構在可預測的順序下習得，在其它順序下效果不大(自然順序假設)
Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order.(The natural order hypothesis).
* 人們只能在比現在能力高一點的訊息下學習(輸入假設)
People acquire language best from messages that are just slightly beyond their current competence. (The input hypothesis)
* 學習者情緒狀態是妨礙或阻擋習得的過瀘器(情感過濾假設)
The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (The affective filter hypothesis)


相關網頁：http://www.sil.org/LinguaLinks/languagelearning/WaysToApproachLanguageLearning/TheNaturalApproach.htm