COMPARE THE AUDIO-LINGUAL METHOD AND THE SILENT WAY

The Audio-lingual Method , like the Direct method we have just examined , is also an oral – based approach. However , it is very different in that rather than emphashizing vocabulary acquisition through exposure to its use in situations , the Audio-Lingual Method drills students in the use of grammatical sentence patterns. It also , unlike the direct method , has a strong theoretical base in linguistics and psychology. Charles fries (1945) of the university of Michigan led the way in applying principles from structural linguistics in developing the method , and for the this reason , it has sometimes been reffered to as the ‘Michigan Method.”

EXPERIENCE

As we enter the classroom , the first thing we notice is that the students are attentively listening as the teacher is presenting a new dialog , a conversation between two people. The students know they will be expected to eventually memorize the dialog the teacher is introducing. In this case the teacher and student is active , using drill method.

REVIEWING THE PRINCIPLES

In this case tells about the point we should turn to the questions we have answered for each method we have considered so far . the questions are :
What are the goals of teachers who use the audio-lingual method , what is the role of the teacher ?what is the role of the students? , what are some characteristics of teaching / learning process? , what is the nature of the student –teacher interaction ? what is the nature of student-student interaction? , how are the feelings of the students dealt with ? , etc.

REVIEWING THE TECHNIQUES

In this case tells about the techniques , if you agree with the above answers , you may wish to implement the following techniques ; of course even if you do not agree , there are may be techniques described below that you already using or can adapt to your approach. Such as : Dialog memorization , Backward build-up (expansion ) drill , Repetition drill , Chain drill , Single-slot substitution drill , etc.


The Silent Way , although people did learn languages through the Audio-Lingual Method (and indeed it is still practiced today) , one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Furthermore , the idea that learning a language meant forming a set of habits was seriously challenged in the early 1960s. for a while in the early 1970s there was great interest in applying this new Cognitive Approach to language teaching and materi to apply it ) and inductive (learners discover the rules from the examples and then practice it ) grammar exercises. However , no language teaching method ever really developed directly from the Cognitive Approach instead , a number of innovative methods emerged.

EXPERIENCE

As we take our seats , the teacher has just finished introducing the Silent Way in Portuguese. The teacher walks to the front of the room , takes out a metal pointer and points to a chart hanging above the blackboard. The chart has a black background and is covered with small rectangular blocks arranged in rows.

REVIEWING THE PRINCIPLES

In this case tells about the Silent Way has a great many principles. Such as the question : What are the goals of teachers who use the silent way ? , what is the role of the teacher? What is the role of the students ? , what are some characteristics of the teaching/learning process ? , what is the nature of student-teacher interaction ? what is the nature of student-student interaction ? , how are the feelings of the students dealt with ? etc.

REVIEWING THE TECHNIQUES AND THE MATERIALS

In this case tells about Sound-color chart , Teacher’s silence , Peer correction , Rods


CONCLUSION

The conclusion is if we want to compare with the audio-lingual method and the silent way , there we know about the audio-lingual method using a different way / method , in this case audio-lingual method using an active method , the teacher and student is active , when the teacher explain the picture and said the word , like “this is tomato , this is red”. Using a drill way. Sure this way different with silent way , this way is suitable to student who has a less , like Autis , SLB , or student is so active personality , always speak whole the subject begin until end . in this way , the teacher is give the student activity , like a work together , reading the book , or anything to make active student to be silent. Shortly , both of this method is good and important to use for suitable student , hope this way can be benefit to us.