Silent way

1. Historical Context A method of language teaching.

It was originated in the early 1970s and
introduced by Caleb Gattegno.
2. Student's role
Student is expected to become independent,
autonomous and responsible.
Principal actor.
Student needs to develop inner criteria for
correctness
Teacher's role To set up situation to force awareness
He is a technician or engineer.
To create a relaxed atmosphere

Abilities emphasised Listening Speaking
Reading - Writing
System of the L emphasised Grammar-Vocabulary
Main contributions Learning is facilitated by: assimilation,
memorizing, monitor and correct.
Natural approach Grammar Translation method
The term natural approach was first used in
the nineteenth century.
It had an important influence around the
world.
This method emerged from the teaching of
Greek and Latin, and it was mainly developed
during the 19th century. It was widely used
during world war I as a quick way of getting
soldiers to learn specific language chunks.
Provide information about their specific
goals.
Take an active role in ensuring
comprehensible input.
Decide when to start producing speech and
when to upgrade it.
The role of the students is mainly receptive,
they have to absorbe the grammar rules and
vocabulary from the literary texts used by the
teachers, and reproduce them. There is no Ss-
T interaction.
The teacher provides a constant flow of
comprehensible input in the target language.
The teacher has to create a harmonious
classroom atmosphere.
The teacher decides on the classroom
activities and tasks regarding group sizes,
content, contexts, and materials.
The teacher is the authority in the classroom.
He controls the environment of the class and
has an active role as a facilitator of dialogues
or passages from literary texts.
Communicative (speaking). Intellectual development.
Semantics and pragmatics. Grammar.
Interpretation of language learning and
creation of communicative situations using
the target language
Learning is very direct, fast and specific. This
method was very popular between the 17th
and 19th centuries, and its weaknesses led to
the development of other methods.
Community language learning Total physical response
CLL is one of the so-called designer methods
which arose in the flurry of methodological
experimentation in the 1970s (along with
The Silent Way, Suggestopoedia, TPR etc.),
which form part of the Humanistic Approach
to language learning.
This teaching method was built around the
coordination of speech and action, as an
attempt to teach language through motor
activity. Mainly developed by James Asher.
Students and teachers work together to
facilitate learning.
Valuing each other.
Lowering the defense that prevent
interpersonal interaction.
Reducing anxiety.
and constituting a supportive community.
Students under this approach have a main
role in the teaching-learning process, they are
meant to act as listeners and performers as a
response to commands given by the teacher.
They must monitor their own work and
progress. Also, they are never forced to
speak, but they can do it whenever they feel
ready to.
Teachers role is that of a true counselor.
They are not perceived as a threat.
They dont impose boundaries and limits.
They concentrate on the learners needs
The role of the teacher is also very important,
since it is him/her who decides what contents
will be taught. It is the teacher's duty to
expose the learners to the target language,
and to act as the director of a play, in which
the students are actors.
Speaking, listening. Comprehension skills.
Phonetics, grammar and lexis. Grammar and vocabulary
CLL is known as "Counseling-learning" It
allows meaningful conversations among
students while learning L2. It was created for
adult learners who might be afraid of feeling
foolish.
Enhancing comprehension and stress
reduction. It is regarded as an ideal method
for beginners.
Task based approach Direct method
It was popularized by Prabhu in India. It is
focused on the use of authentic language
Maximilian Berlitz - late 19th century.
It is opposed to the Grammar Translation
method.
To work in pairs. Learn by self-correction.
Induce grammar rules from examples,
illustrations and demonstrations.
Students learn to think and produce naturally
in the target language.
Very active; have to speak a lot.
Asks about everything they notice, acts as a
monitor and encourages students.
Never translate but demonstrate using
examples. Implicit
grammar rules. Encourage Ss to
participate.
Listening, reading, speaking, writing. Listening, speaking.
Phonetics, grammar and lexis. Phonetics, grammar and lexis.
Group work. Learn through pantomime and real-object.
Content based approach Communicative approach
During 3 decades the CBI has increasingly
been used in different educational contexts.
According to Brinton, Snow and Wesche
(1989) St. Augustine was an early proponent
of Content Based Language Teaching as he
recommended to focus on meaningful
content in language teaching.
Created according to Council of Europe work.
Inspired by Firth, Halliday, Hymes and Lavob.
Learners become independent.
Active interpreters of input.
Collaborative.
Learn by doing.
Explore alternative learning strategies.
Participate in the selection of topics &
activities.
Be ready for the requirements of CBI.
Active role
Communicators.
To have knowledge about the content.
The teacher is responsible for selecting and
adapting authentic materials for use in class.
To create learner centered classrooms.
To keep context and comprehensibility
foremost.
Vary the format of classroom instruction.
Facilitator, Guide, Evaluates.
Listening, writing, reading and speaking. Listening, writing, reading and speaking.
Grammar,lexis, phonetics. Social abilities.
More interesting and motivating.
Real purpose.
Wider knowledge of the world.
Developing valuable thinking skills.
Developing collaborative skills
Language as a tool for comunication.