2. Background
Although Audiolingualism is widely used all
over the world, it was heavily criticized in the
early 1960s.
Both Behaviorism (psychological foundation)
and Structuralism (linguistic foundation) were
attacked by linguists and psychologists.
3. Background
Human is creative, so mimicry, memorization,
repetition and parrot learning (Behaviorism) do
not lead to real learning.
Language is not confined to a limited number of
structures (as opposed to Structuralism). Best
evidence: new sentences that children make in
early life.
4. Background
Language learning is not the outcome of habit
formation (Behaviorism). It is the process of
creative rule formation (Cognitive Psychology)
5. Introduction
Language learning is not the passive process
of stimulus → response → behavior. Learners
are actively involved in discovering L2 rules.
Gattegno’s “Silent Way” was not the outcome
of Cognitive Psychology, but in line with the
theory. That is, both assign an active role to the
learner.
6. Introduction
Teacher should be silent as much as possible
and learners should be encouraged to produce
as much language as possible.
The Silent Way student is expected to
become”independent, autonomous and
responsible” (Gattegno, 1976)
7. Tell me and I forget,
teach me and I remember,
involve me and I learn.
Benjamin Franklin
The Silent Way is related to what we called “problem-solving
approaches to learning.” It can be represented in
the words of Benjamin Franklin. (Richards & Rogers, 1987)
8. Principles
● Teachers should concentrate on how
students learn, not on how to teach
● Imitation and drill are not the primary means
by which students learn
● Learning consists of trial and error,
deliberate experimentation, suspending
judgement, and revising conclusions
9. Principles cont’d
● learners draw on everything that they
already know, especially their native
language
● The teacher must not interfere with the
learning process
These principles situate the Silent Way in the
tradition of discovery learning, that sees
learning as a creative problem-solving activity.
10. Silence…(as a vehicle of learning)
● to focus students' attention
● to elicit student responses
● to encourage them to correct their own
errors
Teachers are still active:
● mouthing words
● using hand gestures
● encourage students to help their peers
12. To Make It Work...
“I see the Silent Way as a dynamic approach
under two conditions: a teacher who knows and
understands the philosophy of the Silent Way,
and a student of at least average motivation
willing to accept a totally different
teaching situation from that of traditional
concepts.” (Varvel, 1979)
13. Questions for Discussion
1. Is the value of the Silent Way largely
confined to the early stages, for teaching
numbers, colors, spatial relations?
2. What are the reasons for the teacher’s
silence in the Silent Way?
3. What does the phrase” Teaching is
subordinated to learning.” mean?
4. What techniques in the Silent are adaptable
to you?
14. Question for Discussion
Silent Way and similar methodologies allow the
learner to experience in a classroom setting
what Bullock (cited in D'Anglejan1978, 218)
characterizes as 'genuine learning', which takes
place in the natural setting through discovery
rather than through explicit presentation of
principles and rules. (Lantolf, 1983)
What is your response to this statement?
15. References
1. Lantolf, J. P. (1983). Silent way in the university setting:
an applied research report. Canadian Modern
Language Review, 43(1), 34-58..
2. Richards, J.C. & Rogers, T. S. (1987) Approaches and
Methods in Language Teaching. Cambridge:
Cambridge University Press.
3. Varvel, T. (1979) The silent way: Panacea or
pipedream?. TESOL Quarterly, 13(4), 483-494.
