thesilentway是一种英文教学方式,属于Proprioceptivelanguagelearningmethod中的一种.Proprioceptivelanguagelearning就是基于本体感受的一种语言教学方式.关于thesilentway的详细资料我已经从网上找到：

　　SilentWayoriginatedintheearly1970sandwasthebrainchildofthelateCalebGattegno.ThelastlineofBenjaminFranklin’sfamousquoteaboutteachingandlearningcanbesaidtolieattheheartofSilentWay.Thethreebasictenetsoftheapproacharethatlearningisfacilitatedifthelearnerdiscoversratherthanremembersorrepeats,thatlearningisaidedbyphysicalobjects,andthatproblem-solvingiscentraltolearning.Theuseoftheword"silent"isalsosignificant,asSilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Asfarasthepresentationoflanguageisconcerned,SilentWayadoptsahighlystructuralapproach,withlanguagetaughtthroughsentencesinasequencebasedongrammaticalcomplexity,describedbysomeasa"building-block"approach.

　　Thestructuralpatternsofthetargetlanguagearepresentedbytheteacherandthegrammar"rules"ofthelanguagearelearntinductivelybythelearners.Cuisenairerods(smallcolouredblocksofvaryingsizesoriginallyintendedfortheteachingofmathematics)areoftenusedtoillustratemeaning(thephysicalobjectsmentionedabove).Newitemsareaddedsparinglybytheteacherandlearnerstaketheseasfarastheycanintheircommunicationuntiltheneedforthenextnewitembecomesapparent.Theteacherthenprovidesthisnewitembymodellingitveryclearlyjustonce.Thelearnersarethenlefttousethenewitemandtoincorporateitintotheirexistingstockoflanguage,againtakingitasfarastheycanuntilthenextitemisneededandsoon.

　　Thisisperhapsbestillustratedbyanexample.Letussaythattheteacherhasintroducedtheideaofpronounsasin"Givemeagreenrod".Theclasswillthenusethisstructureuntilitisclearlyassimilated,using,inaddition,alltheothercolours.Onememberoftheclasswouldnowliketoaskanothertopassarodtoathirdstudentbutshedoesnotknowtheword"her",onlythatitcannotbe"me".Atthispointtheteacherwouldinterveneandsupplythenewitem:"Giveherthegreenrod"andthelearnerswillcontinueuntilthenextnewitemisneeded(probably"him").ThisminimalistroleoftheteacherhasledsomecriticstodescribeSilentWayteachersas"aloof"and,indeed,thisapparentlyexcessivedegreeofself-restraintcanbeseenassuch.Theprominentwriteronlanguageteaching,EarlW.Stevick,hasdescribedtheroleoftheteacherinSilentWayas"Teach,test,getoutoftheway".Theapparentlackofrealcommunicationintheapproachhasalsobeencriticized,withsomearguingthatitisdifficulttotaketheapproachbeyondtheverybasicsofthelanguage,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunicationfromtherigidstructuresillustratedbytherods.Thefactthat,forlogisticalreasons,itislimitedtorelativelysmallgroupsoflearnersisalsoseenasaweakness.

　　Aswithothermethodsandapproaches,however,aspectsofSilentWaycanbeobservedinmanylessonsinthemodernclassroom.Inthe1980sandearly90s,forexample,itbecamefashionableinsomequarterstoarguethatexcessive"teachertalkingtime"wassomethingtobediscouraged.Cuisenairerodsarealsopopularwithsometeachersandcanbeusedextremelyc