Suggestopedia or Desuggestopedia

5/24/2018 Suggestopedia or Desuggestopedia

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Suggestopedia or

Desuggestopedia

By Ashwag Al-Fahd

Supervised by: Dr.Hind Al-Fadda
http://www.xxxx.com/


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esuggestopedia*Suggestopedia is now called Desuggestopedia to

reflect the importance placed on desuggestinglimitations on learning

*Desuggestopedia has been called an affective-humanistic approach.


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The originator of Desuggestopedia

It was created by the Bulgarian

educator Georgi Lozanov in1979.

Learning is a matter of

attitude, not aptitude.

Lozanov himself declaring thatmemorization in learning throughDe-suggestopedia would beaccelerated by up to 25 timesover that in conventional learningmethods.

.
http://dr-lozanov.dir.bg/book/photos/FIG1.JPG


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Learning Theory

People use 5-10% of their mentalcapacity. In order to make better useof our mental reserves, limitationsneed to be desuggested. Studentsshould eliminate the feelings that theycannot be successful and thus, to help

them overcome the barriers tolearning. Psychological barriers shouldbe removed.


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Language Theory

Lazanov does not articulate a theory of

language. However according to this

method communication is a two-plane

process. Language is the first of the twoplanes. In the second plane, there are

factors, which influence the linguistic

message (e.g. the way one dresses,non-verbal behaviours that affect the

linguistic message).


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The main principles of Desuggestopedia

1) In an atmosphere of play, the consciousattention of the learner does not focus on

linguistic forms, but rather on using the

language.

2) Students can learn from what is presentin the environment. (Peripheral learning)


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3) Fine art provides positivesuggestions for students.

4) Errors are corrected gently andindirectly.


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5) The teacher should integrate indirectpositive suggestions into the

learning situation.


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Key Elements of De-Suggestopedia

1. Rich sensory learning environment

2. Positive expectation of success

3. Varied range of methods


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Techniques

Classroom set up:dim lights, soft music, comfortable armchairs,and posters on the walls.

Positive Suggestion:*Direct Suggestion:The teacher tells students they are going to besuccessful to create self-confidence.

*Indirect Suggestion:This is provided by music and comfortablephysical conditions of the classroom.


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Visualisation:Students are asked to close their eyes and concentrate on theirbreathing. Then the teacher describes a scene or an event indetail so that students think they are really there. When the scene

is complete, the teacher asks students to slowly open their eyesand return to the present. This can be done just before studentswrite a composition in order to activate their creativity.

Choose a New Identity: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,synchronised in intonation with the music. The music is classical.Teacher's voice is usually hushed, but rises and falls with themusic.

Second Concert:Students put their scripts aside. Students close their eyes andlisten as the teacher reads with musical accompaniment. Thistime the content that is read by the teacher is emphasised by theway the teacher reads the text. Music is secondarily important. At

the end of the concert, the class ends for the day.


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Four Stages of De-Suggestopedia

1. Presentation

2. First Concert - "Active Concert

3. Second Concert - "Passive Review

4. Practices


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PRESENTATION

A first stage in which students are helped torelax and move into a positive frame of

mind, with the feeling that the learning is

going to be easy and fun.


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FIRST CONCERT - "ACTIVE CONCERT"

This involves the active presentation of thematerial to be learnt. For example, in a

foreign language course there might be the

dramatic reading of a piece of text,accompanied by classical music.


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SECOND CONCERT - "PASSIVE REVIEW"

The students are now invited to relax and

listen to some Baroque music, with the

text being read very quietly in the

background. The music is speciallyselected to bring the students into the

optimum mental state for the effortless

acquisition of the material.


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PRACTICE

The use of a range of games, puzzles, etc.to review and consolidate the learning.


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Class example

First class: The teacher greets and explains what she is

going to do in native language with

enthusiasm.

The teacher listens to the music that is

recorded in the radio.

Teacher reads a dialogue in intonation with

the music. The students follow the dialogue in their

scripts.


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The students put dawn their scripts.

The teacher reads the dialogue in a normal rate andthe students listen to her.

The students read the dialogue in particular manners(sad, angry, cheerful way).

The students get in a circle. The teacher throws a ballto one student and she asks a question. Then thisstudent has to throw the ball to another student and

asks another question. The class is finished.

The students do not have any homework.


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Literature Review

aboutDe-Suggestopedia


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WHAT ARE THE GOALS OF TEACHERS

WHO USE DESUGGESTOPEDIA?

Teachers hope to accelerate the process bywhich students learn to use a foreign languagefor everyday communication.

More of the students' mental powers must betapped.

This is accomplished by desuggesting thepsychological barriers learners bring with themto the learning situation.


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WHAT IS THE ROLE OF THE TEACHER?

WHAT IS THE ROLE OF THE STUDENTS?

The teacher is the authority in the classroom.

In order for the method to be successful, the studentsmust trust and respect the teacher.

The students will retain information better fromsomeone in whom they have since they will be moreresponsive to her 'desuggesting' their limitations andsuggesting how easy it will be for them to succeed.

Once the students trust the teacher, they can feelmore secure. If they feel secure, they can be morespontaneous and less inhibited.


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RELAXATION

An examination of the Suggestopedia

literature revealed that in studies where

relaxation is a major independent variable,

rather than just one element ofSuggestopedia, only one study indicated a

clear improvement in performance for the

experimental group over the control group


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Table 1:The results of studies utilising relaxation

as a major independent variable

Study Major

independent

variables

Control

group

Random

allocation

Results

Biggers &

Stricherz, 1976

Relaxation yes yes Negative effect

Martin & Schuster,

1977

Relaxation and

tension induction

yes yes No significant

differenceAlexander, 1982 Relaxation, music no no No significant

difference

Gamble et al.,

1982

Relaxation, music yes yes Limited support

Johnson, l982 Relaxation yes yes Positive effect

Wagner & Tilney,1983

Relaxation, music,"mind-calming"

yes yes No significanteffect

Render, Hall &

Moon, 1984

Relaxation, music yes yes No significant

effect

Zeiss, 1984 Relaxation, music

oral intonation

yes yes Limited support


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MusicAnother one major independent variables is

Music. Of the nine studies examined, four

achieved significant increases in

performance while the remaining studiesdemonstrated no clear advantage with

music (see Table 2).


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Table 2:The results of studies utilising

music as a major independent variable

Study Major independent

variables

Contro

l

group

Random

allocatio

n

Results

Bordon & Schuster, 1976 Music, breathing, suggestion

positive atmosphere

yes yes Positive effect

Schuster & Vincent, 1980 Music no no Positive effect

Alexander, 1982 Music, relaxation no no No significant effect

Gamble et al., 1982 Music, relaxation yes yes No significant effect

Schuster & Mouzon, 1982 Music, suggestion yes yes Positive effect

Stein et al., 1982 Music, imagery yes yes No significant effect

Wagner & Tilney, 1983 Music, relaxation yes yes No significant effect

Render et al., 1984 Music, relaxation yes yes No significant effect

Zeiss, 1984 Music, relaxation,

oral intonation

yes yes No significant effect


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ADVANTAGES

1/ LEARNING ENVIRONMENT

2/ THINKING HIGHLY OF STUDENTS FEELING

3/ THE EMPHASIS OF INTERACTION

4/ THE TREATMENTS TO STUDENTS

MISTAKES


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At the beginning levels, errors are not

corrected immediately because the

emphasis is on communication. When

errors of form occur, teachers uses thecorrect form later on during class,

because immediate interference by the

teacher may destroy the relaxedatmosphere in classes.


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Disadvantages

1/ LACK OF FLEXIB IL ITY

De-suggestopedia emphasizes the relaxed,

no pressure learning environment, but it is

indeed lack of flexibility to some students

who are difficult to learn spontaneously,

and cause indolence on their learning.


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OVER-EMPHASIZED OF LANGUAGE USE

De-suggetopeia emphasizes that it is more

important to let students learn a large

amount of vocabularies than grammars. It

believes that teacher should focus on theuse of language rather than type of

language. However, it may be over-

emphasized the use of language. And willlead students to ignore the importance of

grammars. (styles of language)


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ABSENCE OF TESTS

De-suggestopeia emphasizes to let

students learning in a relaxed

environment. The teachers will grade

students by their performance in class butnot the traditional test mode. However, it

may lead students lack pressure and may

lose the motivation on learning.


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Review

Theory of Language Method communication is a two-plane process:


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Theory of Languagelanguage and linguistic message.

Role of the Students To be childlike, participate in the activities, trustand respect the Teacher. Moreover, Ss should berelaxed following teachers instructions.

Role of the Teachers To provide feeling of security for studentseliminating the barriers to learning; increase theircommunicative ability.

Role of the contentTo seem enjoyable and easy (vocabulary,grammar and speaking).

Role of the objectives To help students to learn to use a foreign languagefor everyday communication.

Role of the activities To carry out creative adaptation.

Role of the methodology Desuggest the Students s limitation in learning

Role of the assessment To check students knowledge in-class-performances.

Role of the materials and resources To engage learning by lowering the affective filter

of students.


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Evaluation Evaluation is conducted onstudents' "in-class-performances"and not through formal tests, whichwould threaten the relaxed

atmosphere, which is consideredessential for accelerated learning.

Interactions St-st and T-st interactions

occur. Students often do "pair

work" and "group work".

Vocabulary Teaching Vocabulary is emphasised. Claims aboutthe success of the method often focuson the large number of words that can

be acquired. Comments and

explanations about the meanings can be

provided in student's L1

Grammar Teaching Grammar is taught explicitly butminimally. Explicit grammar rules

are provided in L1.

Skills Oral communication is emphasised.Speaking and listening are

important. Writing and reading are

also important.


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~Thank You ~

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Suggestopedia or Desuggestopedia