THE SILENT WAYTHE SILENT WAY

Basic Principles of the Basic Principles of the Silent Way :Silent Way : Teaching should be subordinated to Teaching should be subordinated to

learninglearning Learning is a process which we initiate by Learning is a process which we initiate by

ourselves by mobilizing our inner resources ourselves by mobilizing our inner resources (our perception, awareness, cognition, (our perception, awareness, cognition, imagination, intuition, creativity, etc.)imagination, intuition, creativity, etc.)

Creating Creating newnew utterances utterances

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University London : Oxford University Press,1992.Press,1992.

Principles : Principles : The teacher should start with something The teacher should start with something

the students already know and build the students already know and build from that to the unknown.from that to the unknown.

Language learners are intelligent and Language learners are intelligent and bring with them the experience of bring with them the experience of already learning a language. The teacher already learning a language. The teacher should give only what help is necessary. should give only what help is necessary.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University London : Oxford University Press,1992.Press,1992.

Language is not learned by Language is not learned by

repeating after a model. Students repeating after a model. Students need to develop their own ’’inner need to develop their own ’’inner criteria‘‘ for correctness- to trust criteria‘‘ for correctness- to trust and to be responsible for their own and to be responsible for their own production in the target language. production in the target language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : London : Oxford University Press,1992.Oxford University Press,1992.

Students’ actions can tell the Students’ actions can tell the teacher whether or not they have teacher whether or not they have learned. learned.

Students should learn to rely on Students should learn to rely on each other and themselves. each other and themselves.

The teacher works with the The teacher works with the students while the students work students while the students work on the language. on the language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : London : Oxford University Press,1992.Oxford University Press,1992.

Silence is a tool. It helps to foster Silence is a tool. It helps to foster autonomyautonomy, or the exercise of initiative. It , or the exercise of initiative. It also removes the teacher from the center also removes the teacher from the center of attention. So he can listen to and work of attention. So he can listen to and work with the students. The teacher speaks, with the students. The teacher speaks, but only when necessary. Otherwise, the but only when necessary. Otherwise, the teacher gets out of the way so that it is teacher gets out of the way so that it is the students who receive the practice in the students who receive the practice in using the language. using the language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : London : Oxford University Press,1992Oxford University Press,1992

Meaning is made clear by Meaning is made clear by focusing students’ perceptions, focusing students’ perceptions, not through translation. not through translation.

Students can learn from one Students can learn from one another. The teacher’s silence another. The teacher’s silence encourages group cooperation. encourages group cooperation.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

If the teacher praises (or criticizes) the If the teacher praises (or criticizes) the students, they will be less self-reliant. students, they will be less self-reliant. The teacher’s actions can interfere with The teacher’s actions can interfere with students’ developing their own criteria. students’ developing their own criteria.

Errors are important and necessary to Errors are important and necessary to learning. They show the teacher where learning. They show the teacher where things are unclear. things are unclear.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

If students are simply given If students are simply given answers, rather than being allowed answers, rather than being allowed to self-correct, they will not retain to self-correct, they will not retain them.them.

Students need to learn to listen to Students need to learn to listen to themselves. themselves.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

At the beginning, the teacher needs At the beginning, the teacher needs to look for progress, not perfection. to look for progress, not perfection. Learning takes place in time. Learning takes place in time. Students learn at different rates. Students learn at different rates.

A teacher’s silence frees the A teacher’s silence frees the teacher to closely observe the teacher to closely observe the students’ behaviour. students’ behaviour.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Students learn they must give the Students learn they must give the teacher their attention in order not to teacher their attention in order not to miss what he says. Student attention is a miss what he says. Student attention is a key to learning. key to learning.

Students should engage in a great deal Students should engage in a great deal of meaningful practice without repetition. of meaningful practice without repetition.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : London : Oxford University Press,1992Oxford University Press,1992

The teacher can gain valuable The teacher can gain valuable information from student feedback; information from student feedback; for example, he can learn what to for example, he can learn what to work on next. Students learn how to work on next. Students learn how to accept responsibility for their own accept responsibility for their own learning. learning.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Some learning takes place naturally Some learning takes place naturally as we sleep. Students will naturally as we sleep. Students will naturally work on the day’s lesson then. work on the day’s lesson then.

The skills of speaking, reading, and The skills of speaking, reading, and writing reinforce one another. writing reinforce one another.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

What are the goals of teachers What are the goals of teachers who use the silent way?who use the silent way?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

To make students express To make students express themselves. themselves.

To make them develop To make them develop independence from the teacher.independence from the teacher.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

What is the role of the teacher?What is the role of the teacher? What is the role of the students?What is the role of the students?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Teacher Teacher StudentsStudents

Technician or Technician or engineer: assists engineer: assists when necessary, when necessary, focuses the focuses the students’ students’ perceptions, force perceptions, force their awareness their awareness and provide and provide exercises.exercises.

To use what they To use what they knowknow

To free To free themselves any themselves any obstaclesobstacles

To engage in To engage in exploring the exploring the language.language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Candidate Teachers!!!Candidate Teachers!!! BEING SILENT BEING SILENT You are not active, you are a You are not active, you are a

guider, controller, facilitator, guider, controller, facilitator, helper.helper.

What are some characterisctics of What are some characterisctics of the teaching/ learning process? the teaching/ learning process?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Students begin their study of the language Students begin their study of the language through its basic building blocks, its through its basic building blocks, its sounds.sounds.

The teacher sets up situations that focus The teacher sets up situations that focus student attention on the structures of the student attention on the structures of the language. language.

The students receive a great deal of The students receive a great deal of practice with a given target language practice with a given target language structure without repitition for its own sake.structure without repitition for its own sake.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford London : Oxford University Press,1992University Press,1992

What is the nature of student-What is the nature of student-teacher interaction?teacher interaction?

What is the nature of student-What is the nature of student-student interaction?student interaction?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

S-T S-SS-T S-S Teacher is silent, but Teacher is silent, but

active.active. She forces awarenessShe forces awareness She listens She listens

attentively to attentively to students’ speechstudents’ speech

She use nonverbal She use nonverbal gestures and the gestures and the tools.tools.

She gives clues.She gives clues.

Student-student Student-student verbal interaction.verbal interaction.

EncourageEncourage Teacher is silent. Teacher is silent.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Tecniques and Principles in Language Teaching. Language Teaching. London : Oxford University London : Oxford University Press,1992Press,1992

How are the feelings of the How are the feelings of the students dealt with? students dealt with?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Through observationThrough observation Through feedback sessionsThrough feedback sessions Through providing secure Through providing secure

atmosphere.atmosphere.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

How is language viewed?How is language viewed? How is culture viewed?How is culture viewed?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Each language has its own unique Each language has its own unique reality or spirit, since it is the reality or spirit, since it is the expression of a particular group expression of a particular group of people.of people.

Their culture, as reflected in their Their culture, as reflected in their own unique world view, is own unique world view, is inseparable from their language. inseparable from their language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

What areas of language are What areas of language are emphasized? emphasized?

What language skills are What language skills are emphasized? emphasized?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

PronounciationPronounciation Stuctures of languageStuctures of language Vocabulary (restricted at first)Vocabulary (restricted at first) All four skills All four skills

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

What is the role of the students’ What is the role of the students’ native language?native language?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

It is used:It is used: To give instructions when necessaryTo give instructions when necessary To help a student improve her To help a student improve her

pronounciationpronounciation During feedback sessionsDuring feedback sessions To introduce new sounds in the target To introduce new sounds in the target

language. language.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

How is evaluation accomplished?How is evaluation accomplished?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

No formal testNo formal test Through observationThrough observation No praise, no criticismNo praise, no criticism

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

How does the teacher respond to How does the teacher respond to student errors?student errors?

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Tecniques and Principles in Language Teaching. Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

The teacher doesn’t criticize errors, The teacher doesn’t criticize errors, she uses them as a basis for deciding she uses them as a basis for deciding where further work is necessary. where further work is necessary.

The teacher works with the students The teacher works with the students in getting them self-correct. in getting them self-correct.

*Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992London : Oxford University Press,1992

Techniques and Techniques and materialsmaterials Sound-color chartSound-color chart Teacher’s silenceTeacher’s silence Peer correctionPeer correction RodsRods Self-correction gesturesSelf-correction gestures Word chartWord chart Fidel chartsFidel charts Structured feedback Structured feedback *Larsen-Freeman, Diane. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. Tecniques and Principles in Language Teaching.

London : Oxford University Press,1992London : Oxford University Press,1992

Word chart

Fidel chart

Sound color chart

Cuisenaire rods

Today’s Motto :Today’s Motto :

” ” Tell me and I forgetTell me and I forget Teach me and I rememberTeach me and I remember Involve me and I learn.“Involve me and I learn.“ Benjamin FranklinBenjamin Franklin