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Suggestopedia or Desuggestopedia
Transcript of Suggestopedia or Desuggestopedia
Suggestopedia or Desuggestopedia
"An affective-humanistic approach, and approach in which there is respect for the student's feelings" (Celce-Murcia 1991)
Characteristics and techniques of suggestopedia
* It is a method developed by Bulgarian psychiatrist- educator Georgi Lozanov.
* Lozanov believed that language learning can occur at a much faster rate than usual. The problem is that we set up psychological barriers to our learning, and the result is that we do not use our full mental potential. In order to make use of our full mental capacity, the limitations we think we have need to be desuggested.
What is suggestopedia?
So suugestopedia is...
A method developed to help students to eliminate the feeling that they might be unsuccessful or any negative assumptions they might have about studying, thus, helping them overcome the barriers to learning.
Authoritative behavior of the teacher
People remember best and are more influenced by information coming from and authoritative source.
The teacher must speak confidently for the students to realize that she knows what she is doing, leading to trust and respect her authority.
Scientific sounding language, highly positive experimental data, and true-believer teachers constitute a relaxing environment for the students.
Student-teacher relationship like parent-child relationship.
The learner takes part in role playing, games, songs, and gymnastic exercises which help students regain self confidence, spontaneity and receptivity.
Intonation, rhythm and concert pseudo-passiveness
Varying the tone and rhythm of the materials presented in class to avoid boredom through monotony of repetition and to dramatize, emotionalize and give meaning to linguistic material.
It is coordinated with musical background which helps to induce a relaxed attitude.
To deliver advanced conversational proficiency quickly.
Goals of the teacher
To accelerate the process of learning a foreign language for everyday exchanges.
Tap more of the student’s mental capacity by desuggesting the psychological barriers of learners and using techniques to activate the paraconscious part of the mind.
Role of the teacher
He/she is the authority in the classroom.
The teacher should recognize that the learners bring certain pshychological barriers with them. she should attempt to dessugest them.
He/she must create situations in which the learner is most suggestible and then to present linguistic materials in a way most likely to encourage positive reception and retention.
Role of the student
To respect and trust the teacher. Once they trust the teacher they can feel more secure, so they can be more spontaneous and less inhibited.
They must forgo mind- altering substances and other distractions and immerse themselves in the procedures of the method.
Interaction between students and teachers
The teacher initiates the interaction with the group and individuals.
- At first they answer non verbally or with a few words of the target language that they already practiced.
- Later on, students have more control of target language and they can respond more appropriately and also initiate interactions.
Feelings of student
Concerned with the student's feelings: if they are relaxed and confident, the learning of the language will just come naturally and easily.
Desuggest psychological barriers: positive suggestions are made to enhance self-confidence and to convince then that success is possible.
The new identities make the students feel more secure and thus more open to learning.
Views on language and culture
Language: the first of two planes in the two planes process of communication. The second plane are the factors which influence the linguistic message.
Culture: concerns the everyday life of people who speaks the language.
Areas of language and skills which are emphasized
Grammar (dealt explicitly but minimally)
Role of student's native language
Native-language translations are use to make the meaning of the dialogue clear.
Teacher uses the native language in the class when it is necessary.
Usually conducted on students normal in-class performance.
Response to errors
Errors are corrected gently by the teacher using a soft voice. Avoiding a direct, confrontational manner.
The teacher must provide the suggestive factors in a learning situation, helping the students break the psychological barriers to learning.
It can be:
-DIRECTLY: appeals to students consciousness.
- INDIRECTLY: appeals to the students subconsciousness.
Theory of language
Lozanov does not articulate a theory of language and he is not concerned with any particular assumptions about elements and their organization.
The emphasis in memorization of vocabulary pairs suggest that lexis is central and lexical translation is stressed over contextualization.
Experiencing language material in whole meaningful texts.
The main objective is to guide students into acts of communication
The language is learned as "the material"
Theory of learning
Suggestion is central in Suggestopedia.
The method applies a "desuggestive-suggestive sense" and aims to create a constant set up access to concentrative psycho-relaxation.
First concert: the active concert
After the teacher has introduced the story as related in the dialog and has called student's attention to some grammatical points that arise in it, she reads the dialog in the target language, while the students follow the reading in their own copies of the dialog which is, on the left column the target language and on the right one on the native language.
Music plays and after a few minutes the teacher engages in a dramatic reading matching her or his voice to the rhythm and intonation of the music.
Second concert: the passive concert
The students leave their books aside and just listen to the teacher read the dialog at a normal rate of speed.
The teacher is seated and reads with different music as a background.
Then the students silently leave the room and they are not asked to do any homework except for reading the dialog at home, once before going to bed and again before getting up.
In this way, it is the content that dictates the teacher's reading not the music.
The activation phase
The students playfully reread the target language dialog out loud, as individuals or in groups.
Then they are engaged in various activities with the objective of helping them learn the new material spontaneously. (Singing, dancing, dramatizations, games, etc).
This activities make the students unable to focus on the form of the linguistic message, they emphasize the communicative intent.
The students choosing of a target language name and occupation enhance them to feel secure and help them to be more open.
They feel less inhibited since whatever they are doing or saying, is another different person who is doing it.
The classroom is bight and cheerful because learning is much easier in a cheerful environment.
Learners sit in circles in comfortable reclining chairs, which favors face-to-face exchanges and active participation
The teacher must make all what he or she can to build a positive environment.
Classroom set up
The learner learns not only from the effect of direct instruction but from the environment in which the instruction takes place.
We perceive much more in our environment than that to which we constantly attend.
Posters are used so the students can absorb the necessary facts effortlessly, even if their attention is not directed to them
Characteristics of the teaching -learning process
Bright and colorful classrooms
Posters showing grammatical information to help the peripheral learning
Students choose new identities and create its biographies
Study from handouts with lengthy dialogues and with translations next to every dialogue, as well as reproductions of classical paintings throughout the text.
The lessons take place following two major phases:
1- The receptive phase composed by two concerts: the active concert, and the passive concert.
2- The activation phase