The natural approach, with its suggestion that learning need not involve hard work, was superficially seductive and there is no doubt that it attracted many followers in its day. While now seldom followed in its extreme form, it continues to exert a considerable influence. Conscious learning, correction of errors, practice activities, and attention to form are all kept at arm’s length, only readmitted with some reluctance and disdain, while what are perceived as their opposites—‘natural’ and ‘meaningful’ and ‘real’ activities—retain something of a sacred aura.