Acquisition in the Natural Approach: The Binding/Access Framework

Abstract

suggests the incorporation of two sources of knowledge of the target language into the teaching context.1 Following second language theory (henceforth theory) as formulated by Krashen, the terms acquisition and are used to refer to these two sorts of linguistic knowledge.2 Acquisition is the process which is said to lead to subconscious knowledge about language, a feel for correctness, while the product of learning is said to result from conscious attention to some part of the target language. Accordingly, in a Natural Approach (NA) class, we attempt to provide the students with opportunities for both sorts of language experiences. Emphasis in NA is given to acquisition. This decision is based on L2 theory. Krashen hypothesizes that fluency, specifically the production of utterances, depends primarily on acquired knowledge, while knowledge is useful to a speaker mainly as a monitor, a mental processor which enables the speaker to make corrections in an utterance before and as it is spoken. According to this view, most speech production is based on acquired knowledge, since speakers are not able to monitor to any great degree while engaged in normal conversation. Thus even if some rule of grammar is explained, practiced, and learned in a language class, this knowledge is not readily available to most speakers in normal conversation. Krashen maintains that takes place whenever the acquirer interacts with comprehensible input in the target language.3 According to this hypothesis it is not necessary to program specific grammar points in a lesson since, if the acquirer receives enough compre-