the silent way as method
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CENTRAL UNIVERSITY OF ECUADOR
CARRER PLURILINGUEDIDACTICS
THE SILENT WAYSTUDENTS: Michelle Granja
Alejandra Vasconez Anggy Zambrano
Teacher: Msc. Karla Hidalgo
THE SILENT WAY AS METHODI was created by Caleb Cattegno. I was introduced in his book
Teaching Foreign Languages in Schools.
BASIC PREMISETeacher should be silent as much as possible to motivate students to talk.Silence makes students to concéntrate on what is to be learned.The silent way student expected to become independent, autonomous and
responsible.
The learner needs to discover or create
Learning is made easier by the use of physical objects
Learning is made easier by problem-solving
THE THREE HYPOTHESIS:
PEDAGOGICAL MATERIALS THAT ARE EFFECTIVE AND USEFUL
1.-Word chart.- Words are
written with the same color code as the rectangle
chart.
2.- The Fidel Chart.-
Shows all the possible spellings
for each phoneme
3.- Cuisenaire Rod.-
Creates visible situation.
4.- A pointer.- reates the dynamic of the language
by introducing the relation to the different
chart.
5.- Color Rectangle Chart.- Each color
represents a phoneme enabling learners to
find distinctions in the phonetics.
CAUSES OF THE FAILUREIt is a harsh method because of the lack of communication.
• The materials ( rods and charts) failed to introduce the aspects of languages.
Students wasted to much time struggling with a concept which could be easily clarified by teacher.
• It was difficult to evaluate students´ progress.
The materials took a lot of time and money.
• The silent way prevented students from hearing useful models
Not repetition and not answer by the teacher it was meaningless for students.
WEBGRAPHY:
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
H. Douglas Brown (1987). Principles of language learning and teaching. Englewood Cliffs, New Jersey, Prentice Hall.
AMER, Najmi, The silent way Approach, Slide Share, septiembre 2012, Source: http://es.slideshare.net/amernajmi/the-silent-way-approach.
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