Comparison between audio lingual and silent way

Comparison between audio lingual and silent way

Audio Lingual Method
• The Teachers introduce a new dialog
• The language teacher uses only the target language in the classroom
• The language teacher introduces the dialog by modeling it two times
• the students repeat each line of the new dialog several times
• The students stumble over one of the lines the dialog
• the teacher initiates a chain drill in which each student greets another
• the teacher uses single-slot and multiple-slot substitution drills
• the teacher says, 'Very Good' when the students answer correctly
• the teacher uses spoken cues and picture cues
• the teacher conducts transformation
• when the students can handle it, the teacher poses the question to them rapidly
• the teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another
• new vocabulary is introduced through lines of the dialog; vocabulary is limited
• students are given no grammar rules; grammatical points are taught through examples and drills
• the teacher does a contrastive analysis of the target language and the students ‘native language in order to locate the places where she anticipates her students will have trouble
• the teacher likes the dialog on the blackboard toward the end of the week
• the supermarket alphabet game and a discussion of American supermarkets and football are included

Silent Way
• The teacher points to five blocks of color without saying anything
• the teacher points again to the five blocks of color
• the teacher does not model the new sounds,but rather uses gestures to show the students how to modify the Portuguese sounds
• Students take turns tapping out the sounds
• one students says 'A esquerda,' to help another
• The teacher works with gestures nd sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible
• the students learn the sounds of new blocks of color by tapping out the names of their classmates
• the teacher points to a rod and then to three blocks of color on the sound-color chart
• the teacher points to the words 'a' and 'rod' on the word chart
• the teacher sits down at the table and is silent. After a minute, a girl points to a rod and says, 'a rod'
• the teacher points to a particular rod and taps out ‘a blue rod’ on the sound-color chart
• on the students tries to say ‘a pink rod’ and has trouble
• the first student tries to say ‘a pink rod’ again
• another student has trouble pronouncing part of the phrase ‘a pink rod’
• after locating the error for the student, the teacher does not supply the correct language until all self-correction option have failed
• the teacher mouths the correct sound, but does not vocalize it