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b. Peripheral learning
Student can absorb information “effortlessly” when it is perceived as part of the environment, rather than the material “to be attended to”
c. Positive suggestion
Teachers appeal to students‟ consciousness and subconscious in orede to
better orchestrate the “suggestive” factors involved in the learning situation.
d. Visualization
Students are asked to close their eyes and visualize scenes and events, to help them relax, facilitate positive suggestion and encourage creativity from the students.
e. Choose a new identity
Students select a terget language name andor occupation that places them “inside” the language they are learning.
f. Role play
Students pretend temporarily that they are someone else and perform a role using the target language.
g. First concert
Teacher does a slow, dramatic reading of the dialog synchronized in intonation with classical music.
h. Second concert
Students put aside their scriptd and the teacher reads at normal speed according to the content, not the accompanying pre-classical or Baroque music
– this typically ends the class for the day.
i. Primary activation
Students “playfull” reread the target language out loud, as individuals or in group.
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j. Secondary activation
Students engage in various activities designed to help the students learn the material and use it more spontaniously. Activities include singing, dancing,
dramatizations, and games – “communicative intent” and not “form” being the focus.
2.4.8 The Silent Way
The purpose of silent way is to be able to use the language for self expression, perceptions and feelings. The characteristics of silent way methods are:
a. The role of the students is to make use of what they know, to free themselves of
any obstacles and to actively engage in exploring the language. b.
The teacher sets up situation that focus student attention on the structure of the language.
c. Vocabulary is somewhat restricted at first.
d. The meaning is made clear by focusing the students‟ perception
e. The students‟ native language is used to give instruction when necessary.
f. The teacher never gives a formal test.
The techniques in Silent Way are:
a. Sound color chart
The chart contains blocks of color, each one representing a sound in the target language. The teacher and later the students points to blocks of color on the chart.
Finally since the sound color chart presents all of the sounds of the target languag at once, students know what they have learned and what they yet need to learn. This
relates to the issue of learner autonomy.
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b. Teacher’s silence
The teacher gives just as much help as is necessary and then is silent. Or the teacher sets up an unambiguous situation, puts a language structure into circulation,
and then is silent. Even in error correction, the teacher will only suply a verbal answer as a last resort.
c. Peer correction
Students re encouraged to help another student when he or she is experiencing difficulty. It is important taht any help be offered in a cooperative
manner, not a competitive one. The teacher monitors the aid so that it is helpful, not interfering.
d. Rods
Rods can be used to provide visible actions or situations for any language structure, to introduce it, or to enable students to practice using it. The rods trigger
meaning: situations with the rods can be created in such a way that the meaning is made clear; then the langauge is connected to the meaning.
e. Self-correction gesture
The teacher uses her palms as a tool while showing the students‟ mistake.
f. Word chart
The teacher and later the students points to words on the wall charts in a sequence so that they can read aloud the sentences they have spoken.
g. Fidel chart
Associating the sound of the language with their spelling
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h. Structured feedback
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