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The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. Gattegno introduced the method in 1963, in his book ''Teaching Foreign Languages in Schools: The Silent Way''.〔, available as .〕 Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. It is usually regarded as an "alternative" language-teaching method; Cook groups it under "other styles", Richards groups it under "alternative approaches and methods" and Jin & Cortazzi group it under "Humanistic or Alternative Approaches". The method emphasizes learner autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, to elicit responses from them, and to encourage them to correct their own errors. Pronunciation is seen as fundamental to the method, with a great deal of time spent on it each lesson. The Silent Way uses a structural syllabus and concentrates on teaching a small number of functional and versatile words. Translation and rote repetition are avoided, and the language is usually practiced in meaningful contexts. Evaluation is carried out by observation, and the teacher may never set a formal test. One of the hallmarks of the Silent Way is the use of Cuisenaire rods, which can be used for anything from introducing simple commands ("Take two red rods and give them to her.") to representing objects such as clocks and floor plans. The method also draws on color associations to help teach pronunciation; there is a sound-color chart which is used to teach the language sounds, colored word charts which are used for work on sentences, and colored Fidel charts which are used to teach spelling. While the Silent Way is not widely used in its original form, its ideas have been influential, especially in the teaching of pronunciation. == Background and principles == Gattegno was an outsider to language education when ''Teaching Foreign Languages in Schools'' was first published in 1963. The book conspicuously lacked the names of most prominent language educators and linguists of the time, and for the decade following its publication Gattegno's works were only rarely cited in language education books and journals. He was previously a designer of mathematics and reading programmes, and the use of color charts and colored Cuisenaire rods in the Silent Way grew directly out of this experience. Gattegno was openly sceptical of the role the linguistic theory of his time had in language teaching. He felt that linguistic studies "may be a specialization, () carry with them a narrow opening of one's sensitivity and perhaps serve very little towards the broad end in mind".〔, cited in .〕 The Silent Way was conceived as a special case of Gattegno's broader educational principles, which he had developed to solve general problems in learning, and which he had previously applied to the teaching of mathematics and of spelling in the mother tongue. Broadly, these principles are: # Teachers should concentrate on how students learn, not on how to teach # Imitation and drill are not the primary means by which students learn # Learning consists of trial and error, deliberate experimentation, suspending judgement, and revising conclusions # In learning, learners draw on everything that they already know, especially their native language # The teacher must not interfere with the learning process These principles situate the Silent Way in the tradition of discovery learning, that sees learning as a creative problem-solving activity. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Silent Way」の詳細全文を読む スポンサード リンク
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