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. It also drills students in the use of grammatical sentence patterns. ‘Michigan Method’ principles from behavioral psychology. It was thought that the way to acquire the sentence patterns of the target language was through conditioning-helping learners to respond correctly to stimuli through shaping and reinforcement. Learners could overcome the habits required to be target language speakers. The purpose of this method is to form habit formation and speaking the target language automatically. Students become independent by relying on themselves. The teacher, therefore, should give them only what they absolutely need to promote their learning. This situation is different with audio-lingual method where in the audio-lingual method the teacher has a role as a model for students.The learning process of the silent way is students begin their study of the language through its basic building blocks, its sounds. These are introduced through a language-specific sound-color chart. Relying on what sounds students already know from their knowledge of their native language, teachers lead their students to associate the sounds of the target language with particular colors. Later, these same colors are used to help students learn the spellings that correspond to the sounds and how to read and pronounce words properly.

The Direct Method

The Direct is not new, it was revived as a method when the goal of instruction became learning how to use the target language communicatively. In fact, The Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students ‘native language. It has one very basic rule: No translation is allowed. The class we observe is at the end of its first year of English language instruction in as scuola media. According of experience, the lesson is entitled ‘Looking at a map’. As the students are called on one by one, they read a sentence from the reading passage at the beginning of the lesson.

Thinking about the Experience
1.Reading in target language should be taught from the beginning of language instruction. Language is primarily speech. Culture consists of more than the fine arts.
2.Teachers use realia or picture as object to help students understand the meaning.
3.The native language should not be used in classroom.
4.The teacher should demonstrate, not explain or translate.
5.Students should learn to think in the target language.
6.The purpose of language learning is communication.
7.Pronunciation should be worked on right from the beginning of language instruction.
8.Self-correction facilities language learning.
9.Lessons should contain some conversational activity.
10.Grammar should be taught inductively.
11.Using dictation to students, because writing is important skill.
12.Learning another language also involves learning how speakers of that language live.

Principles :
1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught.
3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking at least 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.
Historical context

The Grammar-Translation

Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). This method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better.

Reviewing the Techniques
- Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.
-Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.
-Antonyms/synonims
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonims for particular set of words.
-Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.
-Deductive application of rule
In deductive, from patterns of language to examples.
-Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.
-Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.
-Use words in sentences
Students make up sentences in which they use the new words.
-Composition
The teacher gives the students a ttopic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.

Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and appreciate foreign language literature.

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