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The Silent Method is famous for its use of silence by the teacher as a
technique in teaching language to students. Gattegnos name is best known for revival
of interest in the use of coloured wooden sticks called Cuisenaire rods and for his
series Words in Colour, an approach to the teaching of initial reading in which sounds
are coded by specific colours (Richards & Rodgers, 1987). The fundamental element
in the Silent Method is the pronunciation as most beginner courses start with
pronunciation.
In Gattegnos method, the silence of the teacher can act as an inducement for
the students to take the initiative in learning (Ko, 1994). The principle of the Silent
Method is that the teacher should remain silent as much as possible in the classroom
during lesson and the learner should be encouraged to produce as much language as
possible for effective learning. The general goal of the Silent Method is to help
beginning-level students gain basic fluency in the target language, with the ultimate
aim of gaining near-native language proficiency and good pronunciation (Richards,
1986).
The Silent Method is viewed as a method for discovery learning, where the
learners will learn through problem solving, thinking creatively and participating in
discovering activities during lessons in classroom. The learners are participating in the
process of learning rather than being a bench-bound listener (Bruner, 1966). The
learners will involve themselves fully in language learning instead of just listening to
the teacher teaching at the front of the class. Just as what Benjamin Franklin quotes,
Tell me and I forget, teach me and I remember, involve me and I learn.
The learner also plays an important role in the Silent Method as the learner
should be willing to participate and involve fully in the lesson. The learners should be
able to work through trial and error and slowly build from there in the learning
process. Leaners will slowly figure out that they must rely on themselves and be
independent learners as they have to seek for their own resources based on the
knowledge that they have. They also have to open up to new things in a new
language. With that, the learner can figure out additional words by using the existing
knowledge that they have (Stevick, 1980).
Learners will not be provided with adequate explanations, so they are required
to make their own generalization, deduce a conclusion and formulate rules that they
require to complete the task given by the teacher of the Silent Method. Therefore,
learners are expected to interact with one another to gather as many information from
each other as possible. They are to learn how to work together cooperatively instead
of competitively in this situation. Every learner in the group has to play a different
role such as a teacher, a learner, part of a support system, a problem solver, and a selfevaluator (Richards & Rodgers, 1987).
It is important that the teacher and learners play their respective roles in The
Silent Method because as one party does not comply with the roles, the Silent Method
will not work to its full potential. For example, the teachers should always remain
silent during the lesson regardless of how tempting it is to speak out and to provide
answer directly to the learners, otherwise the lesson carried out will be disrupted and
the meaning of the whole Silent Method teaching would dissipate. Learners on the
other hand, should be open to new experiences and stay out of their comfort zone,
learn how to be independent and at the same time seek help from other learners.
The resources used in the Silent Method are mostly physical objects. The
teaching materials include mainly of a set of coloured rods, color-coded pronunciation
and vocabulary wall charts, a pointer, and reading/writing exercises, all for the
purposes of illustrating the sound and meaning of the target language (Richards &
Rodgers, 1987). The materials are designed so as to facilitate the learning experience
of the learners and to assist the teacher in inducing response from the learners. This
brings us to the pronunciation charts, called Fidels.
Fidels are designed to contain symbols and sounds in the target language.
The symbols are colour coded according to the similar pronunciation. For example,
there are two ways of pronouncing the word the, therefore two different colours are
marked on the word the to emphasise the difference in pronunciation. Moreover,
there are the coloured Cuisenaire rods used to directly link words and structures with
their meanings in the target language, thereby avoiding translation into the native
language (Richards & Rodgers, 1987). There are also the vocabulary and word charts,
books and worksheets for practicing and writing, tapes, videotapes, films and other
visual aids.
try to obtain the correct words, sentences, or pronunciation. This would be difficult in
the Malaysian context as most of the learners here do not acquire English as their first
language, Malaysian students may be influenced with pronunciation from other
languages which are widely used in Malaysia like Malay, Mandarin and Tamil,
therefore the fundamental aspect of the Silent Method, which is pronunciation, would
be difficult to apply as there would be interference from other languages especially
Malay, which has many words similar to English but are pronounced different, for
example words like Hospital, ambulance and status.
Conclusion
In conclusion, Silent Method is not aplication in Malaysia. However, it is
useful in the sense that learners can remember the concept well as the Silent Method
is based on inductive approach. It is suitable for tactile and kinesthetic learners.
Students are expected to become independent, autonomous and responsible
(Gattegno, 1976). In other words, students are expected to be good problem solver in
language. Students are encouraged to actively explore the language, and to develop
their own 'inner criteria' as to what is linguistically acceptable. It is proven that
through application, and by doing a certain task during lesson, students will be able to
remember a certain concept well compared to listening skills alone. This method also
trains the students to communicate well with their peers, to seek answer and learn
from one another.
their comfort zone. Also, the Silent Method can only be used by teachers who are not
free to adopt the Communicative Approach. Teachers must be able to contain
themselves from giving direct answers to the students if they fail to provide the
answer that the teacher wants. Students must also arrive to a certain intelligent level to
be able to think out of the box as the Silent Method depends mostly on the students
prior knowledge of a language.
In a nutshell, there are the ups and downs in the Silent Method. With adequate
knowledge, the students can further progress and build up more words and vocabulary
with the Silent Method, but if the student is lacking in basic knowledge for a
language, it will be difficult for the student to learn through the Silent Method.