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THE SILENT WAY METHOD

THE SILENT WAY METHOD. Principles and Techniques. Teacher goals Lang for self-expression; students dev. Independence; inner criteria Teacher/student roles: teacher technician to focus attn on prior knowledge; students actively explore language

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THE SILENT WAY METHOD

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  1. THE SILENT WAY METHOD Principles and Techniques

  2. Teacher goals Lang for self-expression; students dev. Independence; inner criteria Teacher/student roles: teacher technician to focus attn on prior knowledge; students actively explore language 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 Evaluation: 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 PRINCIPLES

  3. Techniques

  4. COMMUNITY LANGUAGE LEARNING METHOD Principles and Techniques

  5. Teacher goals: 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 Process (cont’d): 6 elements: security-aggression-attention-reflection--retention-discrimination; teacher builds rapport w/studs.; studs. Feelings acknowledged/responded to Lang/culture: integrated to build communication/dev. Creative thinking Emphasis: initially understanding/speaking with stud-designed syllabus; reading/writing on emerging needs PRINCIPLES

  6. Principles (cont’d) • 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; self-evaluation

  7. Principles (cont’d) • Error: non-threatening response through modeling correct usage • Physical layout: circles with teacher outside circle

  8. Techniques

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