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The Silent Way Method

The Silent Way method focuses on developing student independence through minimal cues from the teacher. Sounds and structures are introduced using visual aids, and students are prompted to explore the language and describe their reactions. Errors are viewed as opportunities for learning, and students are encouraged to self-correct and provide peer feedback, with teacher correction as a last resort. Evaluation is informal and focuses on transfer of learning rather than perfection. The Community Language Learning method aims to reduce anxiety and build rapport between teacher and students. The teacher acts as a counselor, and initial instruction is done through conversation in the students' native language, with the teacher translating chunks of language. Grammar emerges from students' needs. Evaluation is more integrative than testing discrete skills

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342 views8 pages

The Silent Way Method

The Silent Way method focuses on developing student independence through minimal cues from the teacher. Sounds and structures are introduced using visual aids, and students are prompted to explore the language and describe their reactions. Errors are viewed as opportunities for learning, and students are encouraged to self-correct and provide peer feedback, with teacher correction as a last resort. Evaluation is informal and focuses on transfer of learning rather than perfection. The Community Language Learning method aims to reduce anxiety and build rapport between teacher and students. The teacher acts as a counselor, and initial instruction is done through conversation in the students' native language, with the teacher translating chunks of language. Grammar emerges from students' needs. Evaluation is more integrative than testing discrete skills

Uploaded by

sulamu
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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THE SILENT WAY METHOD

Principles and Techniques

PRINCIPLES

Teacher goals

Evaluation:

Lang for self-expression; students dev. Independence; inner criteria

Teacher/student roles: teacher


technician to focus attn on prior knowledge; students actively explore language

may be largely informal, continuous; transfer learning to new contexts; no teacher praise/criticism..steady progress, not perfection desired

Errors: natural..used as basis for


instruction..self-correction, peer feedback encouraged..teacher correction last resort

Process: sound/pronun introduced first thru


sound-color Fidel charts; simulated sits. Focus on single structures; students prompted by minimal cues; students asked to describe reactions; stud. respons. encouraged

Lang/culture: inseparable..no fixed linear


structured syllabus; develops according to needs..all skills addressed but writing later

Native lang: used for instructions/pronun but


no translation; initial feedback sessions; schema within 1st lang used

Techniques
Cuisenaire rods Teachers silence Peer correction Fidel charts Self-correction gestures Word chart Structured feedback

COMMUNITY LANGUAGE LEARNING METHOD


Principles and Techniques

PRINCIPLES

communicative lang. Use; stud. Reasons. For learning; whole person, non-defensive learning Teacher/stud roles: teacher as counselor, reduces threat; stud goes thru stages from dependent to independent Process: conversation in native lang; teacher translates in chunks; taperecorded into transcript; emerging grammar needs

Teacher goals:

Process

elements: security-aggressionattention-reflection--retentiondiscrimination; teacher builds rapport w/studs.; studs. Feelings acknowledged/responded to Lang/culture: integrated to

(contd): 6

build communication/dev. Creative thinking


Emphasis: initially

understanding/speaking with stud-designed syllabus; reading/writing on emerging needs

Principles (contd)

Native lang: initially heavy use of translation; pantomime also used Evaluation: not usual test; studs. Emotionally prepared; tests more integrative (not discrete)--write para or oral interview; selfevaluation

Principles (contd)

Error: non-threatening response through modeling correct usage Physical layout: circles with teacher outside circle

Techniques
Taperecording student conversation Transcription of recorded conversation Reflection on experience Reflective listening

Human computer

Small group tasks

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