2. THE SILENT WAY

3. Basic Principles of the Silent Way : Teaching should be subordinated to learning Teaching should be subordinated to learning Learning is a process which we initiate by ourselves by mobilizing our inner resources (our perception, awareness, cognition, imagination, intuition, creativity, etc.) Learning is a process which we initiate by ourselves by mobilizing our inner resources (our perception, awareness, cognition, imagination, intuition, creativity, etc.) Creating new utterances Creating new utterances *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

4. Principles : The teacher should start with something the students already know and build from that to the unknown. The teacher should start with something the students already know and build from that to the unknown. Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary. Language learners are intelligent and bring with them the experience of already learning a language. The teacher should give only what help is necessary. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

5. Language is not learned by repeating after a model. Students need to develop their own ’’inner criteria‘‘ for correctness- to trust and to be responsible for their own production in the target language. Language is not learned by repeating after a model. Students need to develop their own ’’inner criteria‘‘ for correctness- to trust and to be responsible for their own production in the target language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

6. Students’ actions can tell the teacher whether or not they have learned. Students’ actions can tell the teacher whether or not they have learned. Students should learn to rely on each other and themselves. Students should learn to rely on each other and themselves. The teacher works with the students while the students work on the language. The teacher works with the students while the students work on the language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

7. The teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves. The teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves. Learning involves transferring what one knows to new contexts. Learning involves transferring what one knows to new contexts. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

8. Reading is worked on from the beginning but follows from what students have learned to say. Reading is worked on from the beginning but follows from what students have learned to say. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

9. Silence is a tool. It helps to foster autonomy, or the exercise of initiative. It also removes the teacher from the center of attention. So he can listen to and work with the students. The teacher speaks, but only when necessary. Otherwise, the teacher gets out of the way so that it is the students who receive the practice in using the language. Silence is a tool. It helps to foster autonomy, or the exercise of initiative. It also removes the teacher from the center of attention. So he can listen to and work with the students. The teacher speaks, but only when necessary. Otherwise, the teacher gets out of the way so that it is the students who receive the practice in using the language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992.

10. Meaning is made clear by focusing students’ perceptions, not through translation. Meaning is made clear by focusing students’ perceptions, not through translation. Students can learn from one another. The teacher’s silence encourages group cooperation. Students can learn from one another. The teacher’s silence encourages group cooperation. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

11. If the teacher praises (or criticizes) the students, they will be less self-reliant. The teacher’s actions can interfere with students’ developing their own criteria. If the teacher praises (or criticizes) the students, they will be less self-reliant. The teacher’s actions can interfere with students’ developing their own criteria. Errors are important and necessary to learning. They show the teacher where things are unclear. Errors are important and necessary to learning. They show the teacher where things are unclear. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

12. If students are simply given answers, rather than being allowed to self- correct, they will not retain them. If students are simply given answers, rather than being allowed to self- correct, they will not retain them. Students need to learn to listen to themselves. Students need to learn to listen to themselves. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

13. At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time. Students learn at different rates. At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time. Students learn at different rates. A teacher’s silence frees the teacher to closely observe the students’ behaviour. A teacher’s silence frees the teacher to closely observe the students’ behaviour. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

14. Students learn they must give the teacher their attention in order not to miss what he says. Student attention is a key to learning. Students learn they must give the teacher their attention in order not to miss what he says. Student attention is a key to learning. Students should engage in a great deal of meaningful practice without repetition. Students should engage in a great deal of meaningful practice without repetition. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

15. The elements of the language are introduced logically, expanding upon what students already know. The elements of the language are introduced logically, expanding upon what students already know. Students gain autonomy in the language by exploring it and by making choices. Students gain autonomy in the language by exploring it and by making choices. Language is for self-expression. Language is for self-expression. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

16. The teacher can gain valuable information from student feedback; for example, he can learn what to work on next. Students learn how to accept responsibility for their own learning. The teacher can gain valuable information from student feedback; for example, he can learn what to work on next. Students learn how to accept responsibility for their own learning. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

17. Some learning takes place naturally as we sleep. Students will naturally work on the day’s lesson then. Some learning takes place naturally as we sleep. Students will naturally work on the day’s lesson then. The skills of speaking, reading, and writing reinforce one another. The skills of speaking, reading, and writing reinforce one another. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

19. What are the goals of teachers who use the silent way? What are the goals of teachers who use the silent way? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

20. To make students express themselves. To make students express themselves. To make them develop independence from the teacher. To make them develop independence from the teacher. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

21. 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. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

22. Teacher Students Technician or engineer: assists when necessary, focuses the students’ perceptions, force their awareness and provide exercises. Technician or engineer: assists when necessary, focuses the students’ perceptions, force their awareness and provide exercises. To use what they know To use what they know To free themselves any obstacles To free themselves any obstacles To engage in exploring the language. To engage in exploring the language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

23. Candidate Teachers!!! BEING SILENT BEING SILENT You are not active, you are a guider, controller, facilitator, helper. You are not active, you are a guider, controller, facilitator, helper.

24. What are some characterisctics of the teaching/ learning process? What are some characterisctics of the teaching/ learning process? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

25. Students begin their study of the language through its basic building blocks, its sounds. Students begin their study of the language through its basic building blocks, its sounds. The teacher sets up situations that focus student attention on the structures of the language. The teacher sets up situations that focus student attention on the structures of the language. The students receive a great deal of practice with a given target language structure without repitition for its own sake. The students receive a great deal of practice with a given target language structure without repitition for its own sake. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

26. What is the nature of student-teacher interaction? What is the nature of student-teacher interaction? What is the nature of student-student interaction? What is the nature of student-student interaction? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

27. S-T S-S Teacher is silent, but active. Teacher is silent, but active. She forces awareness She forces awareness She listens attentively to students’ speech She listens attentively to students’ speech She use nonverbal gestures and the tools. She use nonverbal gestures and the tools. She gives clues. She gives clues. Student-student verbal interaction. Student-student verbal interaction. Encourage Encourage Teacher is silent. Teacher is silent. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

28. How are the feelings of the students dealt with? How are the feelings of the students dealt with? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

29. Through observation Through observation Through feedback sessions Through feedback sessions Through providing secure atmosphere. Through providing secure atmosphere. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

30. How is language viewed? How is language viewed? How is culture viewed? How is culture viewed? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

31. Each language has its own unique reality or spirit, since it is the expression of a particular group of people. Each language has its own unique reality or spirit, since it is the expression of a particular group of people. Their culture, as reflected in their own unique world view, is inseparable from their language. Their culture, as reflected in their own unique world view, is inseparable from their language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

32. What areas of language are emphasized? What areas of language are emphasized? What language skills are emphasized? What language skills are emphasized? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

33. Pronounciation Pronounciation Stuctures of language Stuctures of language Vocabulary (restricted at first) Vocabulary (restricted at first) All four skills All four skills *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

34. What is the role of the students’ native language? What is the role of the students’ native language? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

35. It is used: To give instructions when necessary To give instructions when necessary To help a student improve her pronounciation To help a student improve her pronounciation During feedback sessions During feedback sessions To introduce new sounds in the target language. To introduce new sounds in the target language. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

36. How is evaluation accomplished? How is evaluation accomplished? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

37. No formal test No formal test Through observation Through observation No praise, no criticism No praise, no criticism *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

38. How does the teacher respond to student errors? How does the teacher respond to student errors? *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

39. The teacher doesn’t criticize errors, she uses them as a basis for deciding where further work is necessary. The teacher doesn’t criticize errors, she uses them as a basis for deciding where further work is necessary. The teacher works with the students in getting them self-correct. The teacher works with the students in getting them self-correct. *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

40. Techniques and materials Sound-color chart Sound-color chart Teacher’s silence Teacher’s silence Peer correction Peer correction Rods Rods Self-correction gestures Self-correction gestures Word chart Word chart Fidel charts Fidel charts Structured feedback Structured feedback *Larsen-Freeman, Diane. Tecniques and Principles in Language Teaching. London : Oxford University Press,1992

41. Word chart

42. Fidel chart

43. Sound color chart

44. Cuisenaire rods

45. Today’s Motto : ” Tell me and I forget ” Tell me and I forget Teach me and I remember Teach me and I remember Involve me and I learn.“ Involve me and I learn.“ Benjamin Franklin Benjamin Franklin