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COMPARISSON BETWEEN THE AUDIO-LINGUAL METHOD AND THE SILENT WAY

The Audio-Lingual method	The Silent Way
The material is presented in the form of dialogue.	The material is presented in a set of colored wooden rods.
The goal is to enable the students to communicate.	The goal is to enable the students to use the language for self-expression, to express their thought, perceptions, and feeling.
The teacher is like an orchestra leader and the students are imitator of the teacher's model or the tapes she/he supllies of the model speakers.	The teacher is a technician or engineer and the students are to actively engage in exploring the language.
New vocabulary and structural patterns are presented through dialogs. The dialogs are learned through imitation and repetition. Drills are conducted based upon the patterns present in the dialog.	Students begin their study of the language through its basic building blocks, its sounds. The teacher sets up situations that focus student attention on the structures of the language. The teacher asks the students to describe their reactions to the lesson or what they have learned.
There is student-to-student interaction in chain drills or when students take different roles in dialogs, but this interaction is teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.	For much of the student-teacher interaction, the teacher is silent. He is still very active, however – setting up situations to 'force awarness', listening attentively to students' speech, and silently working with thwm on their production through the use of nonverbal gestures and the tools he has available. When the teacher speaks, it is to give clues, not to model the language.
The view of language has been influenced by descriptive linguists. Every language is seen as having its own unique system which is consist of phonological, morphological and syntactic. Culture consist of the everyday behavior and lifestyle of the target language speakers.	Each language has its own unique reality, or spirit, since it is the expression of a particular group of people. Their culture as, reflected in their own unique world view, is inseparable from their language.
The students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same as a sentence. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral skills receive most of the attention.	The teacher works with the students, and the students work on the language. Vocabulary is somewhat restricted at first. The teacher starts with what the students know and builds from one structure to the next. All four skills are worked on from the beginning of the course, although there is asequence in that students learn to read and write what they have already produced orally.
The habits of the students' native language are thought to interfere with the students' attemps to master the target language. Therefore, the target language is used in the class room, not the students' native language.	Maening is made clear by focusing the students' perception, not by translation. The students' native language can, however, be used to give instructions when necessary, to help a student improve his/her pronounciation. Knowledge students already possess of their native language can be exploited by the teacher of the target language.
Teacher did not actually observe the students with a formal test. Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.	Although the teacher may never give a formal test, he assesses student learning all the time. The teacher does not praise or criticize student behavior since this would interfere with students' developing their own inner criteria.
Student errors are to be avoided if at all possible through the teacher's awarness of where the students will have difficulty and restriction of what they are taught to say. The teacher have to face the student difficulties.	Student errors are seen as a natural, indispensable part of the learning process. The teacher use student errors as a basic for deciding where further work in necessary. The teacher works with the students in getting them to self-correct.