Includes bibliographical references (p. 185-191).

Preface

CHAPTER ONE

Introduction Traditional and Non-Traditional Approaches to Language Teaching An Overview: Theory and Natural Approach

CHAPTER TWO

Second Language Acquisition Theory The Theoretical Model: Five Hypotheses Factors Which Influence Second Language Acquisition

CHAPTER THREE

Implications of Second Language Acquisition Theory for the Classroom Implications of Second Language Acquisition Theory The Natural Approach: Guidelines The Natural Approach and Language Acquisition Theory

CHAPTER FOUR

Getting Started With The Natural Approach Curriculum Organization Classroom Activities in the Early Stages Managing Classroom Activities

CHAPTER FIVE

Oral Communication Development Through Acquisition Activities Affective - Humanistic Activities Problem - Solving Activities Games Content Activities Grouping Techniques for Acquisition Activities

CHAPTER SIX

Additional Sources of Input for Acquisition and Learning The Place of Reading in The Natural Approach How Should Reading Be Taught? A Non-Interventionist Reading Program Intervention Teaching for Monitor Use Writing Television and Radio as Input Sources Homework Vocabulary

CHAPTER SEVEN

Testing and Classroom Management Testing Order of Grammar Rules Error Correction Modification for Age Differences Modification for Second Language Instruction

Bibliography

"Publication by Pergamon Press in 1981 of Stephen Krashen's Second Language Acquisition and Second Language Learning gave rise to a debate that has been growing in scale and importance ever since. Described by Earl Stevick as '...potentially the most fruitful concept for language teachers that has come out of the linguistic sciences during my working lifetime...', Krashen's Monitor Theory provided a unique insight into the processes at work in language studies, gaining the Modern Languages Association's Kenneth B. Mildenburger award for the greatest contribution to second language education for that year.

IN 1982, Krashen's second volume, Principles and Practice in Second Language Acquisition, presented for the first time an empirically grounded and coherent theory of second language acquisition drawn from the research and experimentation set out in the author's earlier work. This volume has added a further dimension to the debate and has, in its turn, been described by Karl J. Krahnke (TESOL Quarterly, Vol. 17, 2, 1983) as... 'probably the single most important book to be published in the field of language teaching since... 1945...'

In his third book, Stephen Krashen has combined with Tracy Terrell, whose prodigious teaching skill and energy has enthralled gatherings of teachers in Europe and USA, to derive from that empirically grounded theory, a new approach to the teaching of second and foreign languages. Responding to the challenge to translate theory into practice, the two authors have followed through the findings of the researchers to produce an essentially classroom based, practical formulation of a teaching method that is relatively simple to use, easily adapted to a variety of situations and capable of efficient modification for different types of learners, with varied cognitive styles." (Book Cover)