Natural Language Acquisition

There are numerous systems and methods for learning languages. Some may be more effective than others, but ultimately, there is no universal approach that suits everyone. The effectiveness of a method depends on an individual’s personality, character, and preferred learning style.

However, beyond these individual differences, there is a natural way in which humans acquire languages. In the mid-1980s, the renowned linguist Stephen Krashen conducted extensive research on this topic, publishing a series of studies on natural language acquisition. In this article, we will provide a brief overview of his findings and offer some advice on how they can be applied to language learning.

One of the key principles Krashen identified is that we learn by understanding messages—what he termed "comprehensible input." This means that we acquire language through context, allowing us to infer the meaning of words and memorise them naturally, without forced effort. If the context is completely unfamiliar, learning does not take place, so there must be a balance between known content and new words that can be guessed from the surrounding context.

Another core principle stemming from this is the concept of Total Physical Response (TPR). This approach suggests that comprehension is enhanced when we observe people using gestures, facial expressions, and body language alongside speech. These non-verbal cues significantly aid understanding and reinforce the message being communicated.

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A significant discovery made by Krashen is the existence of a natural order of language acquisition. This means that we acquire linguistic structures in a predetermined sequence, not necessarily in the order presented in textbooks. Language learning happens subconsciously, and we cannot externally dictate which elements will be memorised first. While a systematic approach is beneficial, our brains absorb language in their own unique way.

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For children, this means that exposure to a language-rich environment is highly beneficial, but it should be introduced gradually. They should be able to derive meaning from the context, even if their vocabulary is initially limited. This philosophy underpins our language courses, where we do not rely on textbooks, exam papers, or rote vocabulary memorisation. Instead, we integrate a natural approach to language learning through various engaging activities and games designed for different age groups.

We focus on learning words in context rather than in isolation. To achieve this, we create mini-stories, plays, and problem-solving scenarios that encourage children to use and internalise new vocabulary effectively. By making language learning immersive and interactive, we ensure that it is both effective and enjoyable.