The Natural Approach

grammatical aspect of the language. However, some scholars claim that the grammar

point is unconsciously learnt in those communicative situations.

Subsequently, a great variety of learning outcomes are expected from the students in this method. Most of them expected out of the input given during the lessons and out of the different learning tasks developed. In addition, these tasks are related to broaden the relationships of the students with native and non-native speakers of the target language, both in the classroom environment and outside. Yet, exchanging information and performing daily tasks such as developing conventional dialogues are essential tasks here as well as being able to interpret the written information contained in public advertisements, newspapers or announcements (Nunan, 1989). Furthermore, the

linguistic input referred in the previous statement is determined as the piece of information that rules a certain activity or exercise in the method. Certainly, this definition could be extrapolated to other methods or approaches in the p resent chapter.

Nevertheless, the topic that concerns this method derives the input in more

communicative tasks where the learners must practise their oral linguistic skills and comprehension (Çelik, 2014). Therefore, the communicative competence does not only apply to the oral speech but also to written messages.

To conclude, this approach is characterised as well for promoting the risk-taking of the students towards the learning (Raine, 2009). Ergo, as it is common in other methodologies i.e. the natural approach, the pupils are allowed to express themselves in the target language, experimenting with the learning and activating the previous pieces of learning that have been previously acquired. In addition, from the remarks done, it is stablished that the ultimate purpose of the communicative approach is to prepare the learners to improve their FL communicative abilities and skills in order to be able to establish a proper oral and written communication with native speakers or intercultural encounters (Wenjie, 2009).

4.1.5. The Natural Approach

The natural approach was originally designed by Tracy D. Terrel and Stephen D.

Krashen in the eighties of the twentieth century at the University of California, USA. It emerges as an opposing force the methods and approaches which had previously

34 appeared in the academic community. Equally important to refer is that, this method was mainly created with the main purpose of teaching foreign languages following the same process as native ones. As a consequence, the FL would be unconsciously

acquired by the learners instead of learnt, since as their creators’ support, learning is a conscious and intentional act. On the contrary, the acquisition process is not

consciously made and through it the learner is not aware of the knowledge that him/her is acquiring (Khattak & Asrar, 2007).

In this context, it is worthwhile to consider the main goals of this method.

Therefore and to star with, one of the general aims of this approach is the

communication skills. To enhance the oral communication skills of the learners being able to orally communicate with native speakers in the target language. Actually, as Stephen D. Krashen, the author of the present approach supports: “Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning” (Krashen & Terrell, 1988). However, a good oral performance among the students does not generally imply a perfect grammatical accuracy from the speaker. Furthermore, as it is previously mentioned, an essential aspect in the present approach is that the students are able to communicate with native speakers since the students will improve their grammatical performance by the interaction with native speakers. In addition, in order to let the speaker experience with the oral language, comprehension should be previously acquired (Krashen & Terrell, 1988).

Subsequently, as the acquisition process takes place, other linguistic skills will be progressively emerging. Therefore, under no circumstances any instruction will be explicitly executed by the FL teacher. Instead, the learner will develop his/her own learning process by acquiring the linguistic skills of the target language. Moreover, the grounded theory that sets the foundations of the present approach is the Krashen’s view on language acquisition, referred to as Krashen’s language acquisition theory. In the mentioned theory, the main hypothesis that guide the approach can be found. In fact, those hypotheses are: the acquisition of learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the affective filter hypothesis (Shiela, 2016). Through these hypotheses the learner progressively acquires the new language faced. Along similar lines, on logical grounds there is no compelling evidences to argue

about the efficacy of the mentioned hypotheses in the primary education level. Indeed,

these five hypotheses are the core ones concerning the acquisition of the FL in the natural approach by early language pupils in the classroom. Therefore, as it is previously mentioned, the first one hypothesis supports that FL acquisition occurs unconscious and naturally in the learning environment. Actually, in order to implement this hypothesis practically in the language classroom, teachers should abandon the official teaching of grammatical structures or vocabulary terms and instead, use the oral language spontaneously reinforcing the function of the target language: the ability to communicate with native speakers in a natural linguistic environment (Mahnke, 1985).

Yet, the second hypothesis mentioned, supports that by monitoring the oral language of native or non-native speaking producing the target language the acquisition will be more effective.

In addition, the third hypothesis proposes that comprehension is acquired before the oral production of the language. As a consequence, the pupils will progressively acquire the oral comprehension of the speaker and the accent or intonation among other aspects. According to this approach, these steps will happen before the learner starts producing his or her own language. For this reason, the teachers should expect the students to make mistakes while speaking, since the pupils would not have mastered the language in the early stages of the acquisition. Similarly, grammatical rules will be gradually acquired. To continue with, the input hypothesis emerges, claiming that we human beings acquire language by understanding the messages contained in the speech . Therefore, the oral production of a language is a result of the acquisition, not a cause.

Besides, another element to consider in this hypothesis is related to the input receiv ed.

Ergo, if the input is meaningful, enough and understood. It will be suitable for the learner to acquire. Accordingly, teachers following this method will include in their lessons visual aids in order to make the input more meaningful for the students (Krashen, 1985).

Finally, the last hypothesis in this approach is the affective filter hypothesis.

Indeed, as this theory supports, in the language classroom there are four factors that influences the acquisition of the learners, these factors are: motivation, attitude, anxiety and self-confidence. These elements shape the acquisition process of the learners since

36 they enhance the student’s learning confidence and intentionally toward the learning of the new language (Du, 2009).

4.2. ENGLISH AS FOREIGN LANGUAGE TEACHING & LEARNING IN FINLAND AT THE PRIMARY EDUCATION LEVEL

According to the Finnish National Core Curriculum for Basic Education 2014, the language learning at the primary school level promotes the development of the pupil’s thinking skills. It also enhances the plurilingual and multicultural identity in a playful and creative learning environments at home and at the school. Moreover, the Finnish system of education also involves the improvement of the linguistic awareness of the pupils in its classrooms by developing intercultural activities among the learners.

Furthermore, and according to what this study pursues, it also enhances the linguistic and cultural diversity among the students. Ergo, one of the main aims in the EFL in the Finnish schools is the appreciation of other languages, of their speakers and about other different cultures (Finnish National Board of Education, 2016). For that reason, apart from the linguistic or grammatical aspect itself, the cultural element is essential too concerning the EFL teaching and learning. Indeed, the EFL is a lifelong process starting at the early childhood period. Ergo, it could be mentioned that Finland is a language-friendly living environment for any child or adult to acquire a new language where a great variety of different languages are heard and seen (Albergaria & Dinis, 2014).

Secondly, the EFL in Finland owns a broad social and cultural background due to the two national languages which coexist in the country. Therefore, the students are exposed to a bilingual environment since the early stages of their life. Plus, the

linguistic input the pupils receive is higher than the input other learners of the same age can acquire in other countries. Moreover, there are some other sociological aspects which have an important role in the Finnish society concerning the EFL learning. As an illustration of this statement, it could be said that apart from the already mentioned bilingual environment, the population receives a greater input since they are exposed to different languages in a non-formal learning environment as a result of the non-dubbed national television broadcasting. Accordingly, Finland is one of the countries where the television is not dubbed. The pupils hear more different languages and are familiar to

other different linguistic realities. As a consequence, the learners also use the English

language in their free time as well.

In the third place, the current Finnish schools are characterised by the promotion of the open learning environment (OLE) in their EFL classrooms. Certainly, the open learning environments encourage the student-centred methodologies and therefore, the learning throughout the individual experience of the students. In addition, the OLE supports the autonomy of the pupils and their personal effort to understand and research about what they consider important, individually or as a part of a group (Hannafin &

Land, 1997). Plus, the teacher’s role in this methodology acts as a guidance to help the students to build their own knowledge. Moreover, another benefit of the OLE is that it involves engaging and manipulating realia. Therefore, it activates the previous

knowledge of the students and makes the learning much more meaningful to the pupil.

In addition and following the previous statement, the OLE also leads to the working stations method. A teaching and learning method included in the open learning

environments which encourage the use of effective learning materials and the so -called

“hands-on experience” since the pupils work in a playful atmosphere (Mohd Yasin, Toran, Tahar, Tahir & Nawawi, 2014). The OLE and the already mentioned working stations lead the children to stand up and to move from station to station, where they will find another learning task to develop. Ergo, learning by doing is an essential fact in this method too. It engages the student in the teaching-learning process and allow the child to self-motivate him/herself in the EFL classroom. Therefore, the classroom itself is not the only environment where the learning takes place. Other spaces in the school such as the library, the corridors or even the canteen can be used to implement the learning activity.

Subsequently, the renewed Finnish Curriculum, also promotes the strength pedagogy among the students. A recent pedagogical conception promoted by Laura Lenz which promotes the highlighting of the children’s strengths with the main purpose of motivating its learning and let them know about their positive aspects. Therefore, they grow in confidence and self-stem, and the learning process in the EFL classroom is more meaningful. Indeed, as some research reveal, being attentive to the personal and

38 positive aspects of the students is more effective regarding the performance and

achievement of the students (Schaufeli & Van Rhenen, 2006).

Finally, the Finnish National Core Curriculum pursues for the growth of the cultural and linguistic diversity in the primary school classrooms. Its objectives embrace the four linguistic skills in which the languages have been traditionally divided: speaking (pronunciation), listening, reading and writing (Ranta, 2004).

Therefore, the pupils jointly work in the aspects previously mentioned in a cross-curricular and multidisciplinary way.

English as Foreign Language in grades 7-9 of the Finnish Primary Education Level To start with, it is considered to define the learning objectives stablished for the grades 7 to 9 of the Finnish System of Education since the Finnish sample population taking part in the present study belongs to the 6^th grade of the Primary Education level.

Moreover, according to the Finnish National Core Curriculum for Basic Education 2014, the objectives of instruction in the EFL for the grades 7-9 is divided in five different categories: growing into cultural diversity and language awareness, language -learning skills, evolving language proficiency: interaction skills, evolving language proficiency: text interpretation skills and evolving language proficiency: text production skills (Finnish National Board of Education, 2016). Therefore, in the following lines the objectives belonging to each of the categories aforementioned cited will be develop.

To continue with, the first category is called: “Growing into cultural diversity and language awareness”. Its objectives promote the students ability to reflect about the different variations of the English language and to encourage the pupils to find interest in the English language contents in order to motivate their learning process and to expand their perceptions about the current globalised world in which we live. Plus, growing into cultural diversity also means to guide the learners to observe the English language and to compare it to other languages, exploring how certain concepts in English are expressed in other foreign languages. Indeed, according to the Finnish National Core Curriculum for Basic Education (2014), the objectives in this category pursue the learning autonomy of the learners towards the main topic that concerns the study, the ICC. This is expresses as follows:

 To promote the pupil’s ability to reflect on phenomena related to the status and the variants of English and to provide the pupil with prerequisites for developing his or her intercultural competence.

 To encourage the pupil to find interesting English-language contents and environments that expand his or her perception of the globalising world and opportunities for acting in it.

 To guide the pupil to observe the regularities in the English language and how the same concepts are expressed in other languages and to use linguistic concepts as support for learning.

Subsequently, the language-learning skill’s category encourages the pupils to set personal goals for learning English independently or in cooperation with other students.

Plus, developing the children’s creativity towards the FL learning is an essential aspect to develop the conditions for a lifelong learning process. Furthermore, the objectives contained in this category also encourages the learners to apply creativity in their language proficiency.

Secondly, the next category in the EFL learning’s objectives for the 7-9 grades of the Finnish Primary Education level is related to evolving the language proficiency of the students. Actually, in terms of the interactive skills of the pupils, the objectives included in this part support the participation of the children in discussions about

meaningful topics where they are allowed to express themselves. Plus, another objective in the interactive skills is related to the intercultural communication interaction since the intercultural features in a language is essential in order to understand its meaning.

Ergo, culture also stands for a sense of belonging or membership in a discourse

community. A community that shares the same believes, perceptions, assumptions and standards of evaluation or action (Kramsch, 1993). Therefore, the objectives previously mentioned categories included in the Finnish National Core Curriculum for Basic Education 2014 are:

 To encourage the pupil to participate in discussions on diverse topics that are appropriate for the pupil’s age and life experience and also deal with opinions.

40

 To support the pupil’s initiative in communicating, using compensation, and negotiating meaning.

 To help the pupil recognise cultural features in communication and to support the pupil in constructive intercultural communication.

Thirdly, the next category takes into consideration the reading and writing skills since it tackles with the text interpretation skills of the students. Providing the students with appealing resources and meaningful topics, in order to improve the motivation of the students.

 To offer the pupil opportunities for reading and listening to versatile standard -language and popularised texts from various sources and to interpret them using different strategies.

Finally, the text production skills is an essential aspect in the Finnish Core Curriculum as well. Indeed, the students should be able to use the oral and written language and to be capable of communicating with native and non-native speakers, with regard to the oral speech and the good pronunciation.

4.3. EFL TEACHING & LEARNING IN SPAIN AT THE PRIMARY EDUCATION LEVEL

According to the Common European Framework of Reference for Languages (CEFRL), the Spanish National Law of Education follows the directions and guidelines described in the aforementioned document regarding the teaching of the EFL at the Primary Education level. It involves comprehensive and productive skills as well as comprehension strategies for oral speeches and written documents as well as strategies for the production of written texts (Real Decreto 126/2014). Plus, concerning the practical aspects about the lessons at the Primary School classrooms it is considered to mention that in the Spanish schools it exists the concept of the language assistant. An English native speaker who attends the English lesson twice a week at all the grades in the Primary Education level. These language assistants do not have to be teachers or educators, they are students from different fields and their objective in the language

lessons is to help the students in developing their tasks. Therefore, the pupils get to

know a different English accent as well as a great variety of cultural aspects from the home country of the assistant. Yet, the presence of a foreign person in the classroom motivates the learning of the students since they are exposed to the English language in a natural way via conversations, games and meaningful activities. Ergo, the main aim of the language assistants is to educate the students in their native culture and to develop the linguistic aspect among the pupils at the school (McKie, 2017).

To continue with, the bilingualism is another concept that has recently emerged in the Spanish schools in the last years. Indeed, one of the most relevant aim in the

Spanish bilingual education is the normalizations of the two languages in which the teaching and learning process is being developed. As a consequence, it will ensure the pupils to have a balanced proficiency of the Spanish language and the other one being taught in the classroom, by the time the students reach the leaving age with

approximately, 12 years-old (Huguet, Lasagabaster & Vila, 2008). Furthermore, the Spanish National Law of Education stablish three bilingual subjects taught in English in the Primary School level, those are: English Language, Natural Science and Arts &

Crafts. Contrarily, mathematics, Spanish Language, Social Sciences and Physical Education is taught in Spanish. Although, some school Physical Education is taught in

Crafts. Contrarily, mathematics, Spanish Language, Social Sciences and Physical Education is taught in Spanish. Although, some school Physical Education is taught in

In document Intercultural Communication Competence Acquisition through English as a Foreign Language. Finnish and Spanish Primary Education Classrooms. A Comparative Study (sivua 34-46)