The Natural Approach for Primary English: A Case Study Based on Classroom Observation

This study adopts a classroom observation-based case study to explore whether the Natural Approach resolves the "drill-and-silence" issue in English teaching for primary students, who learn three languages (local language as L1, Chinese as L2, and English as an additional L2). Taking an English teacher at a public primary school as the observation object, the study finds that her adaptive strategies, such as culturally anchored input, affective error correction, kinesthetic engagement, and thematic input-output cycles, align with Krashen's Input Hypothesis. These strategies reduced student anxiety, boosted voluntary participation, and alleviated "drill-and-silence." However, mid-term exam pressures forced temporary mechanical drills, as the Natural Approach requires more effort for localized materials and multisensory design. The study concludes that the approach is viable for learners in this region but needs systemic support to balance implicit acquisition and exam demands.