The Comparison of Audio Lingual Method and Silent Way Method

The Material of Audio Lingual Method and Silent way :
Audio Lingual Method :
Language Theory: Language is based on descriptive linguistics. Every language is seen as its own unique system. The system is comprised of several different levels. (i.e. phonological, morphological, and syntactic). There is a natural order of skills. 1. Listening, 2. Speaking, 3. Reading, 4. Writing. Everyday speech and oral skills are important. Perfect pronunciation is required. Language is primarily for Oral Communication

Techniques:
1. Dialogue Memorisation
2. Minimal pairs: (for teaching pronunciation)
3. Complete the dialogue
4. Grammar Games
5. Mechanical Drills
a) Repetition drill
b) Chain Drill
c) Single- slot Substitution Drill (T gives one cue to be substituted)
d) Multiple-slot Substitution Drill (T gives more than one cue to be substituted)

Culture: Culture consists of everyday behaviour, and lifestyle of the target language community. Culture is presented in dialogues.

Materials: Dialogues

Teacher’s Role: T is like an orchestra leader. S/he directs and controls the language behaviour of the students. T is a good model of the target language, especially for pronunciation and other oral skills. The differences between Sts’ L1 and L2 should be known by the teacher.

Students’ Role: Sts are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings.

Evaluation: Discrete-point tests are used. Each item (question) should focus on only one point of the language at a time. E.g. distinguishing between words in a minimal pair. Appropriate verb form in a sentence.

Goals and Objectives: to enable students to speak and write in the target language. To make students able to use the target language automatically without stopping to think. To form new habits in the target language.


Silent Way :
Learning Theory: Cognitive Psychology is the basis. Language learning is not habit formation. It is rule formation. Language learning has a sequence from the known to the unknown. Students induce the rules from examples and the languages they are exposed to, therefore learning is inductive.

Techniques:
1. Teaching pronunciation with "sound colour charts"
2. Cognitive coding with colour rods.
3. Peer correction to improve co-operative manner.
4. Self correction gestures
5. Teacher's Silence
6. Structured feedback: Students are invited to talk about the day's instruction (what they have
learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies.
7. Fidel Charts: Used to teach sound spelling association.
8. Word Charts: Used to teach and recycle vocabulary. The words are written in different
colours so that students can learn basic pronunciation patterns.

Culture: Culture is an inseparable part of language. Language reflects culture. Everyday life, art, literature. etc. should be learnt.

9. Materials: Sound Colour Charts (For teaching pronunciation; one colour represents one sound), Colour Rods (for cognitive coding of grammatical patterns), 8 Fidel Charts (used for sound spelling association.

Teachers' Role: The teacher is a technician or an engineer who facilitates learning. Only the learner can do learning. The teacher is aware of what the students already know and he/she can decide the next step. The teacher is silent. Silence is a tool because teacher's silence gives the responsibility to the student. Besides teacher's silence helps students monitor themselves and improve their own inner criteria.

Students' Role: Students should make use of what they already know. They are responsible for
their own learning. They actively take part in exploring the language. The teacher works with the students and the students work on the language. St-st interaction is important. Sts can learn from each other.

Evaluation: The teacher may never give a formal test. He/she assesses students' learning all the time. Continuous monitoring by the teacher is

Goals and Objectives: Students should be able to use the target language for self expression (to express their thoughts, feelings, ideas). To help students improve their inner criteria for correctness. Students should rely on themselves to be able to use the target language.