沉默教学法SILENT-WAY

上海外国语大学英语学院TheSilentWayCONTENTS123BackgroundApproachDesign4ProcedureTheSilentWayisamethodoflanguageteachingdevisedbyCalebGattegno.1BackgroundThepremiseoftheSilentWay:Theteachershouldbesilentasmuchaspossibleintheclassroombutthelearnershouldbeencouragedtoproduceasmuchlanguageaspossible.1BackgroundElementsoftheSilentWay:theuseofcolorchartsandthecoloredCuisenairerods（古氏积木）.1BackgroundFidelcharts1BackgroundWordcharts1BackgroundThelearninghypotheses:Learningisfacilitatedifthelearnerdiscoversorcreatesratherthanremembersandrepeatswhatistobelearned.Learningisfacilitatedbyaccompanyingphysicalobjects.Learningisfacilitatedbyproblemsolvinginvolvingthematerialtobelearned.1BackgroundJeromeBruner,theeducationalpsychologistandphilosopher,distinguishestwotraditions:theexpositorymodeandthehypotheticalmode.Thesilentwaybelongstothehypotheticalmode,viewinglearningasaproblem-solving,creative,discoveringactivity,inwhichthelearnerisaprincipalactor,notabench-boundlistener.Discoveringandcreativelearning1BackgroundDiscoveringandcreativelearningThebenefitsderivedfromdiscoverylearning:•Theincreaseinintellectualpotency.•Theshiftfromextrinsictointrinsicrewards.•Thelearningofheuristicsbydiscovering.•Theaidtoconservingmemory.1BackgroundAccompanyingphysicalobjectsTheCuisenairerodsandthecolor-codedpronunciationcharts(calledFidelcharts),providephysicalfociforlearningandcreatememorableimagestofacilitatestudentrecall.1Backgroundproblem-solvingBenjaminFranklinrepresentedproblem-solvingapproachestolearninginthewords:TellmeandIforget,teachmeandIremember,involvemeandIlearn.2Approach:TheoryofLanguageandLearningTheoryoflanguage(1)Learningalanguageistograspitsspirit—thewayeachlanguageiscomposedofphonologicalandsuprasegmentalelementsthatcombinetogivethelanguageitsuniquesoundsystemandmelody.(2)TheSilentWaytakesastructuralapproachtotheorganizationoflanguagetobetaught.(3)Gattegnoseesvocabularyasacentraldimensionoflanguagelearningandchoiceofvocabularyascrucial.2Approach:TheoryofLanguageandLearningTheoryoflearning(1)Basedontheprocessoflearningafirstlanguage,Gattegnorecommendsthatlearnerneedsto“returntothestateofmindthatcharacterizesababy'slearning–surrender”.(2)Theprocessesoflearningasecondlanguageare“radicallydifferent”fromthoseinvolvedinlearningafirstlanguage.AsuccessfulL2approachmustbe“artificialandstrictlycontrolled”.(3)The“artificialapproach”isbasedontheprinciplethatsuccessfullearninginvolvescommitmentoftheselftolanguageacquisitionthroughtheuseofsilentawarenessandthenactivetrial.2Approach:TheoryofLanguageandLearningTheoryoflearningTheselfconsistsoftwosystems—alearningsystemandaretainingsystem.Silenceisconsideredthebestvehicleforlearning,becauseinsilencestudentsconcentrateonthetasktobeaccomplishedandthepotentialmeanstoitsaccomplishment.Repetition(asopppsedtosilence)“consumestimeandencourgesthescatteredmindtoremainscattered.Awarenessiseducable.Asonelearnsinawareness,one'spowersofawarenessandone'scapacitytolearnbecomegreater.(learningtolearn)3DesignObjectivesThegeneralobjective—togivebeginninglevelstudentsoralandauralfacilityinbasicelementsofthetargetlanguage.Theimmediateobjective—toprovidethelearnerwithabasicpracticalknowledgeofthegrammar.3DesignSyllabusTheSilentWayadoptsabasicallystructuralsyllabus,withlessonsplannedaroundgrammaticalitemsandrelatedvocabulary.3DesignlearningactivitiesLearningtasksandactivitiesintheSilentWayhavethefunctionofencouragingandshapingstudentoralresponsewithoutdirectoralinstructionfromorunnecesssarymodelingbytheteacher.3DesignroleoflearnersLearnersintheSilentWayareexpectedtodevelopindependence,autonomyandresponsibility.3DesignrolesofteachersTeachersilenceistheuniquedemandoftheSilentWay.StevickdefinestheSilentWayteacher'stasksastoteach,totestandtogetoutoftheway.Theteacherusesgestures,charts,andmanipulativesinordertoelicitandshapestudentresponsesandsomustbebothfacileandcreativeasapantomimistandpuppeteer.3Designmaterialscoloredrods,color-codedpronunciationandvocabularywallcharts,apointer,andreading/writingexercises.AllSilentWaymaterialsareusedtoillustratetherelationshipsbetweensoundandmeaninginthetargetlanguage.3DesignFidelchartsWordcharts3DesignColoredrodstherodsmaybeusedfornamingcolors,forsizecomparisons,andsoon.thepointerisusedtoindicatestress,phrasingandintonation.Apointer3ProcedureASilentWaylessonfollowsastandardformat:Practiceofthesounds(usingtheFidelcharts,calledthepronunciationcharts)Practiceofsentencepatterns,structuresandvocabulary.(usingtherodsandcharts)上海外国语大学英语学院ThankYou英语语言文学段思园0173100149