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on 14 November 2013

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Classroom Set-Up
Peripheral Learning
Positive Suggestion
Choose a new identity
First Concert
Second Concert
Primary Activation
Creative Adaptation
The Method
Everything in classroom is bright and colorful
Lots of posters with grammar/scenic images
Use of music when doing activities
No homework or tests
Vocabulary and speaking emphasized
"You won't need to try to learn. It will just come naturally"

What is Desuggestopedia?
Where did it come from?
Georgi Lozanov
developed 1970s
"Language learning can occur at a much faster rate than ordinarily transpires"
Use techniques to tap into mental reserves using suggestion in order to accelerate the learning process in more relaxed environment
Huge integration of fine arts
The Teacher
Roles and Responsibilities:
authority figure
make students feel relaxed and assure them that learning the new language will be easy and enjoyable
hope is to accelerate the language learning process by 'desuggesting' limitations/eliminating psychological barriers
increase communication in target language
give students suggestions
direct vs indirect
corrects errors in soft voice - non-confrontational manner
The Students:
Roles and Responsibilities:
trust and respect the teacher
remain relaxed and confident
follow the teacher's instructions and participate in activities
Active Phase
Students actively work with the target language they have been introduced to by doing various activities
2 Ways of doing this:
Primary Activation
the students playfully reread target language dialogue out loud individually or in groups in a particular manner (sad, angry, etc.)
Creative Activation
the students engage in various activities designed to help them learn new material such as singing, dancing, dramatizations, games
Receptive Phase
First Concert
After teacher has introduced story/dialogue and major grammatical points, she/he reads in target language slowly and dramatically synchronizing intonation to classical music while students follow along
Second Concert
Students put scripts aside and just listen as the teacher re-reads the dialogue at normal speed to pre-Classical or Baroque music
Environment allows students to feel relaxed and to enjoy learning
Peripheral learning allows students to learn unconsciously
Focuses on listening/speaking effectively
Emphasis on interaction
Students more willing to speak because teachers are gentle when correcting errors
Environmental limitation
The use of "hypnosis"
Child-like treatment
Music might distract some students
Evaluation of performance is difficult with no tests
Different characteristics between students
Students learn to relax and move into a positive frame of mind knowing that learning is going to be easy and fun
Practice material using games, puzzles, etc. to review learning
Review dialogue before go to sleep and when wake up (although no homework assigned it is suggested)
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