The chart contains blocks of colours, each colour representing a sound in T.L. Each sound associate a color. The chart allows students to produce sound combinations in T.L. without doing repetitions. The chart allow students to concentrate on the language not on the teacher. Students try to discover the relationship between sounds and colour. They try it until they have the correct sound. Vowels and consonants in different colors.
E
I
O
S
P
I
2- Teacher's silence:
The teacher is not a modal. He has to be silent to force the students discover by guiding, motivating, prompting. Silence is a tool. It helps to faster autonomy or the exercise of initiative. Teacher encourages group cooperation.
3- Peer-correction:
Students should practice the language. Students are encouraged to help another student when he has a difficulty. Any help should be in a cooperative manner, not a competitive. Students can learn from one another. They learn from their peers as well their teacher.
4- Rods:
The students can see by visualized context. Situations with rods can make the meaning clear, to connect the language with the meaning. Rods allow students to be creative and imaginative.
5- Self-correction gestures:
Why? 1. To make the students aware that s\he make an error, 2. To make the students correct the error (it is used both in D.M. and S.W)
6- Word chart:
Contains functional vocabulary of English. It can be used for teaching and correction. There are basic words written. The chart will change when the sts advised.
AND
THIS
THE
7- Fidel Chart:
Summarizing the spellings of all the different sounds. Discover the relationships between sounds and letters. This is important for the ones who have different writing system. Students discover the sounds that was written in the chart.
A
e
eI
ou
8- Structured (guided) feedback:
Students are invited to make observations about the day's lesson and what they have learned. Hearing thing will help teacher. Direction. Why is it called structured? Because teacher directs it. The students can't speak whatever they want.
SYLLABUS: There is no fixed, linear, structural syllabus. Instead the teacher starts with what the students know and builds from one structure to the next. The syllabus is developed according to learning needs.
Errors = natural
The teacher is not authority. She is helper, motivater.
Teaching should be subordinated to learning. Teaching is not as important as learning. Student-centered.
Language isn't learned by repeating after a modal. Students need to develop their own inner criteria for correctness. (own memory/system)
Errors are natural in Silent Way and Suggectopedia. Why teacher sees errors natural? Learning a language is done by making error similar to L1 acquisition. (testing hypothesis)
e.g. First he thinks it is wanted. But then he tested it by hearing it from other ppl. So he understands it should be went. Students have their own inner criteria to correct errors. Students are responsible for their own learning. If a student doesn't listen the teacher carefully, she can't learn and activate background knowledge. Student is responsible for his/her own learning . The teacher doesn't force them to learn.
Errors are important and necessary. Errors provide feedback to the teacher on what is or is not learned.
The teacher never gives the truth. If the teacher spoonfeed the students, they can easily forget it. But if they find out themselves, they can learn it.
Teacher uses handgestures, board, mimes, picture to make the stu find out the truth.
The student should practise the language. The teacher doesn't have to speak it. The students don't only learn from teacher they also learn from their peers.
SILENT WAY
L1 ACQUISITION
1- No explicit error correction
1. No explicit error correction
2- Inner criteria
2. Inner criteria
3- Low anxiety
3. Low anxiety
4- Starts teaching with sounds
4. Same. The child first produce sound, such as ba ba
Quiz Questions:
1. "You cannot teach a man anything. You can only help him to discover it within himself" Galileo. How is this applicable to the principles of Silent Way? Discuss in detail.
2. What is the significance of sound-colour chart in Silent Way? How does it reflect the general learning teaching pedagogy of this method?
------------------------------
Language learning is not a mimicry. Language can't be learned by repeating. Because learners can create utterances they have never heard before. (creating novel utterances)
The language learning isn't product of habit formation rather rule formation.
Pupil use their own thinking processes or cognition to discover the rules of the T.L. (cognition code)
Rather than being responsive to stimuli in the environment, leaners are more actively responsible for their own learning.
Students engaged in formulating hypotheses in order to discover the rules of the T.L.
Errors:
inevitable
signs to the teacher that the students are actively testing their hypothesis
in the beginning a lot of errors. Student's progress is accomplished gradually.
they show the teacher where things are unclear.
All four skills are worked on from the beginning, meaning is at least as important as form.
PRINCIPLES:
1- Starting with known to unknown
2- The teacher should give what is necessary to help
3- Language isn't learned by repeating after a model. The students need to develop their own 'inner criteria'. Students are responsible for their own production in T.L.
4- Students may learn themselves and from their peers.
5- Teacher should not critize. The teacher's action can interfere with students' developing their own criteria.
6- If the students are simply given answers (spoonfeed), they wont retain them. Teachers should allow students s.c.
7- Teacher begins, look for the progress, not perfection. Learning take place in time students learned different rates.
8- Students' attention is a key to learning.
9- Students should receive a great deal of meaningful practise without repetition.
10- Teacher can gain valuable information from students' feedback.
11- There is no homework assigned.
12- The syllabus is composed of linguistic structure.
13- The skills of speaking, reading and writing reinforce one another.
Language learning doesn't take place through mimicry, since pupil can create utterances they have never heard before. They therefore cannot learn language simply by repeating what they hear spoken around them. Speaker form rules which allow them to understand and create novel utterances. Language must not be considered a product of habit formation, but rather of rule formation. Language acquisition must be a procedure, rather than simply being responsive to stimuli in the environment. Learners are more actively responsible for their own learning.
formulating hypotheses in order to discover the rules of the T.L.
their errors are inevitable and they r signs to the teacher that sts are actively testing their hypotheses.
responsibility in learning
independence
inner criteria
student centered
teacher is a guide he does not spoonfeed the students
implicit grammar
input: all the things that is given to the study
intake: the things that are learnt
cognitive code: 5th happens in the students brain so input becomes intake.
Spoofed: you give the students whatever is already prepared.
Prompt: the teacher give clues to the student in order to find the correct answer.
Prompt the students for self-correction, peer-correction, chart-correction. Here correction through exposure (input). Correction is hoped to do by hearing the texts similar to hypotheses testing.
Feedback sessions: the teacher deals with the students feeling by asking them what they have learnt where they can be used.
Basic Tecniques In Silent Way
BASIC TECNIQUES IN SILENT WAY
The chart contains blocks of colours, each colour representing a sound in T.L. Each sound associate a color. The chart allows students to produce sound combinations in T.L. without doing repetitions. The chart allow students to concentrate on the language not on the teacher. Students try to discover the relationship between sounds and colour. They try it until they have the correct sound. Vowels and consonants in different colors.
The teacher is not a modal. He has to be silent to force the students discover by guiding, motivating, prompting. Silence is a tool. It helps to faster autonomy or the exercise of initiative. Teacher encourages group cooperation.
Students should practice the language. Students are encouraged to help another student when he has a difficulty. Any help should be in a cooperative manner, not a competitive. Students can learn from one another. They learn from their peers as well their teacher.
The students can see by visualized context. Situations with rods can make the meaning clear, to connect the language with the meaning. Rods allow students to be creative and imaginative.
Why? 1. To make the students aware that s\he make an error, 2. To make the students correct the error (it is used both in D.M. and S.W)
Contains functional vocabulary of English. It can be used for teaching and correction. There are basic words written. The chart will change when the sts advised.
Summarizing the spellings of all the different sounds. Discover the relationships between sounds and letters. This is important for the ones who have different writing system. Students discover the sounds that was written in the chart.
Students are invited to make observations about the day's lesson and what they have learned. Hearing thing will help teacher. Direction. Why is it called structured? Because teacher directs it. The students can't speak whatever they want.
SYLLABUS: There is no fixed, linear, structural syllabus. Instead the teacher starts with what the students know and builds from one structure to the next. The syllabus is developed according to learning needs.
e.g. First he thinks it is wanted. But then he tested it by hearing it from other ppl. So he understands it should be went. Students have their own inner criteria to correct errors. Students are responsible for their own learning. If a student doesn't listen the teacher carefully, she can't learn and activate background knowledge. Student is responsible for his/her own learning . The teacher doesn't force them to learn.
The teacher never gives the truth. If the teacher spoonfeed the students, they can easily forget it. But if they find out themselves, they can learn it.
The student should practise the language. The teacher doesn't have to speak it. The students don't only learn from teacher they also learn from their peers.
Quiz Questions:
1. "You cannot teach a man anything. You can only help him to discover it within himself" Galileo. How is this applicable to the principles of Silent Way? Discuss in detail.
2. What is the significance of sound-colour chart in Silent Way? How does it reflect the general learning teaching pedagogy of this method?
------------------------------
Language learning is not a mimicry. Language can't be learned by repeating. Because learners can create utterances they have never heard before. (creating novel utterances)
The language learning isn't product of habit formation rather rule formation.
Pupil use their own thinking processes or cognition to discover the rules of the T.L. (cognition code)
Rather than being responsive to stimuli in the environment, leaners are more actively responsible for their own learning.
Students engaged in formulating hypotheses in order to discover the rules of the T.L.
All four skills are worked on from the beginning, meaning is at least as important as form.
PRINCIPLES:
1- Starting with known to unknown
2- The teacher should give what is necessary to help
3- Language isn't learned by repeating after a model. The students need to develop their own 'inner criteria'. Students are responsible for their own production in T.L.
4- Students may learn themselves and from their peers.
5- Teacher should not critize. The teacher's action can interfere with students' developing their own criteria.
6- If the students are simply given answers (spoonfeed), they wont retain them. Teachers should allow students s.c.
7- Teacher begins, look for the progress, not perfection. Learning take place in time students learned different rates.
8- Students' attention is a key to learning.
9- Students should receive a great deal of meaningful practise without repetition.
10- Teacher can gain valuable information from students' feedback.
11- There is no homework assigned.
12- The syllabus is composed of linguistic structure.
13- The skills of speaking, reading and writing reinforce one another.
Language learning doesn't take place through mimicry, since pupil can create utterances they have never heard before. They therefore cannot learn language simply by repeating what they hear spoken around them. Speaker form rules which allow them to understand and create novel utterances. Language must not be considered a product of habit formation, but rather of rule formation. Language acquisition must be a procedure, rather than simply being responsive to stimuli in the environment. Learners are more actively responsible for their own learning.
Prompt the students for self-correction, peer-correction, chart-correction. Here correction through exposure (input). Correction is hoped to do by hearing the texts similar to hypotheses testing.