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Transcript of Suggestopedia
1-Main points of the language methodology
2-Highlights of the assumptions of the methodology
3-the gains and challenges of the methodology in practice
4- group discussion and activities
respect for students' feelings
The difficulty underlying language learning:
only 5% of capacity
the limitations that we think we have
the study of suggestion to pedagogy.
one way to stimulate students'
integration of fine arts.
fear of failure
Psychological barriers should be removed.
Through which Ts can help Ss overcome the barriers to learning.
People remember best when the new information comes from a reliable authoritative source.
In the child's role, the learner takes part in role-playing, games, songs that help the older student (adult learners) regain the self confidence, spontaneity and receptivity of the child.
Materials presented with a varying rhythm and tones are more interesting.
The learner learns not only from effect of direct instruction but from the environment in which the instruction takes place (e.g. classroom decoration, music, shape of charts, teacher's personality)
T should present the material with different intonation patterns.
What makes a teacher authoritative?
Both intonation and rhythm are coordinated with a musical background. The musical background helps to induce a relaxed attitude.
Baroque concertos work very well with this purpose.
Lozanov does not articulate a theory of language.
However, according to this method; language is the first of two planes in the two-plane process of communication.
In the second plane are the factors which influence the linguistic message.
The culture, which students learn, concerns the everyday life of people who speak the target language. The use of fine arts is also common.
Teachers' Role: Teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority.
Vocabulary is emphasized. Claims about the success of the method often focus on the large number of words that can be acquired. Comments and explanations about the meanings can be provided in student's L1.
Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1.
Dialogues are used with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning.
A course lasts 30 days and ten units of study. Each unit has a long dialogue consisting of 1200 words. There is grammar review and commentary section with a list of vocabulary. The dialogues are graded by lexis and grammar.
Evaluation is conducted on students' "in-class-performances" and not through formal tests, which would threaten the relaxed atmosphere, which is considered essential for accelerated learning.
CLASSROOM SET UP
Dim lights, soft music, cushioned armchairs and posters on the wall.
Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials.
Students are asked to close their eyes and concentrate on their breathing.
Then the teacher describes a scene or an event in detail so that students think they are really there.
When the scene is complete, the teacher asks students to slowly open their eyes and return to the present.
This can be done just before students write a composition in order to activate their creativity.
Students can be asked to write about their fictional new identity, new home town, family, etc.
• First Concert: Music is played. The teacher begins a slow, dramatic reading, synchronized in intonation with the music. The music is classical. Teacher's voice is usually hushed, but rises and falls with the music.
• Second Concert: Students put their scripts aside. Students close their eyes and listen as the teacher reads with musical accompaniment. This time the content that is read by the teacher is emphasized by the way the teacher reads the text. Music is secondarily important. At the end of the concert, the class ends for the day.
• Primary Activation: Primary activation and secondary activation are the components of the active phase of the lesson. Students read the dialogue in the target language aloud as individuals or groups. They read it sadly, angrily, and amorously.
• Secondary Activation: Students engage in various activities such as singing, dancing, dramatising, and playing games. Linguistic forms are not important. Communication is important. In order to make students focus on communication, activities are varied.
T tells Ss they are
going to be successful to create self confidence.
This is provided by music and comfortable physical conditions of the classroom.
Choose a New Identity:
Community Language Learning