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Silent Way, Conclusion:The innovations derive from the manner in which…
Silent Way
Design
Providing the learner with basic grammar knowledge. This approach teaches learners how to learn a language setting the basis for independent learning
Materials: They consist of a set of colored rods, color-coded pronunciation and vocabulary charts, a pointer, reading/writing activities all of which are used to illustrate the relationships between sound and meaning.
The pronounciaton charts are called "fidels". How to use: Classes often begin by using the fidel chart in which the symbols are color-coded according to pronunciation. The sts learn to pair a sound with its associated color. The teacher uses a pointer to indicate a sound symbol for the sts to produce.
Tasks and activities: encourage and shape sts oral response whitout direct oral instruction. The teacher models a word or phrase and then elicits learner responses. Charts, rods and other aids may be used. Teacher modeling is minimal which can be challenging. Proper management of sequence and timing is paramount. Also, to create student risk talking that facilitates learning. The teacher is a neutral observer
The learner is fully independent and responsible for his actions. Inner criteria, make generalizations, conclusions, formulate the rules by themselves are part of their own learning process.
The syllabus: Lessons are planned around grammatical items and related vocabulary. Language items are introduced according to their grammatical complexity.
Theories
Theory of Language
Language is seen as groups of sounds arbitrarily associated with specific meanings and organized into sentences or strings of meaningful units by grammar rules.
Language is separated from its social context and
taught through artificial situations, usually represented by rods.
Gattegno sees vocabulary as a central dimension of language learning and the choice of vocabulary as crucial. He distinguishes between several classes of vocabulary items
The "semi-luxury vocabulary" consists of exp ressions common in the daily life of the target language culture; this refers to food, clothing, travel, family life, and so on.
Luxury vocabulory" is used in communicating more specialized ideas, such as political or philosophical opinions.
Functional vocabulary includes the most functional words of the language, many of which may not have direct equivalents in the learner´s native tongue. This vocabulary provides a key to comprehending the spirit of the language.
The sentence is the basic unit of teaching, and the teacher focuses on propositional meaning, rather than communicative value.
Approach
Gattego's "artificial approach" explains that successful learning is the result of student engagement, which involves the use of constant awareness and active practice.
Gattengo places great emphasis on student priorities and commitment
To speak, the student must put his will so that the organs involved in this speech process realize in a certain way what they must do and thus produce definite sounds. Each student must be seen as a capable will of that work.
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INNER CRITERIA
It is in the activity of self-correction through self awareness that the Silent Way claims to differ most notably from other ways of language learning
The Silent Way represents Gattegno's venture into the field of foreign language teaching. It is based on the premise that the teacher should be silent as much as possible in the classroom and the learner should be encouraged to produce as much language as possible.
Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener
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Procedure
1st part of the lesson: Focus on pronunciation. If possible working with the Fidel chart. Modeling the sound while pointing to the phoneme. Then, pointing to combinantions of symbols. After that, saying a word and asking for the combination of phonemes. Stress and intonation can be pointed out. For example: Stress can be shown by touching certain symbols more forcibly. Intonation can be demonstrated by tapping on the chart to the rhythm.
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Conclusion:The innovations derive from the manner in which classroom activities are organized, the indirect role of the role of the teacher, the responsability placed upon learners and the materials used to elicit and practice language.