Suggestopedia or Suggestopedia or DesuggestopediaDesuggestopedia

By Ashwag Al-FahdBy Ashwag Al-Fahd

Supervised by: Dr.Hind Al-FaddaSupervised by: Dr.Hind Al-Fadda

Desuggestopedia Desuggestopedia

*Suggestopedia is now called Desuggestopedia to reflect the *Suggestopedia is now called Desuggestopedia to reflect the importance placed on desuggesting limitations on learning importance placed on desuggesting limitations on learning

*Desuggestopedia has been called an affective-humanistic *Desuggestopedia has been called an affective-humanistic approach.approach.

The originator of DesuggestopediaThe originator of Desuggestopedia

It was created by the Bulgarian It was created by the Bulgarian educator Georgi Lozanov in educator Georgi Lozanov in 1979.1979.

”” Learning is a matter of Learning is a matter of attitude, not aptitude.”attitude, not aptitude.”

Lozanov himself declaring that Lozanov himself declaring that memorization in learning through memorization in learning through De-suggestopedia would be De-suggestopedia would be accelerated by up to 25 times accelerated by up to 25 times over that in conventional learning over that in conventional learning methods. methods.

..

Learning TheoryLearning Theory

People use 5-10% of their mental People use 5-10% of their mental capacity. In order to make better use capacity. In order to make better use of our mental reserves, limitations of our mental reserves, limitations need to be desuggested. Students need to be desuggested. Students should eliminate the feelings that should eliminate the feelings that they cannot be successful and thus, they cannot be successful and thus, to help them overcome the barriers to help them overcome the barriers to learning. Psychological barriers to learning. Psychological barriers should be removed. should be removed.

Language TheoryLanguage Theory

Lazanov does not articulate a theory of Lazanov does not articulate a theory of language. However according to this language. However according to this method communication is a two-plane method communication is a two-plane process. Language is the first of the two process. Language is the first of the two planes. In the second plane, there are planes. In the second plane, there are factors, which influence the linguistic factors, which influence the linguistic message (e.g. the way one dresses, message (e.g. the way one dresses, non-verbal behaviours that affect the non-verbal behaviours that affect the linguistic message). linguistic message).

The main principles of The main principles of DesuggestopediaDesuggestopedia

1)1) In an atmosphere of play, the conscious In an atmosphere of play, the conscious attention of the learner does not focus on attention of the learner does not focus on linguistic forms, but rather on using the linguistic forms, but rather on using the language.language.

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

3)3) Fine art provides positive Fine art provides positive suggestions for students. suggestions for students.

4)4) Errors are corrected gently and Errors are corrected gently and indirectly.indirectly.

5)5) The teacher should integrate indirect The teacher should integrate indirect positive suggestions into the positive suggestions into the learning situation.learning situation.

Key Elements of De-SuggestopediaKey Elements of De-Suggestopedia

1.1. Rich sensory learning environmentRich sensory learning environment

2.2. Positive expectation of successPositive expectation of success

3.3. Varied range of methodsVaried range of methods

TechniquesTechniques

Classroom set upClassroom set up:: dim lights, soft music, comfortable armchairs, dim lights, soft music, comfortable armchairs,

and posters on the walls.and posters on the walls. Positive Suggestion:Positive Suggestion: *Direct Suggestion:*Direct Suggestion: The teacher tells students they are going to be The teacher tells students they are going to be

successful to create self-confidence. successful to create self-confidence.

*Indirect Suggestion:*Indirect Suggestion: This is provided by music and comfortable This is provided by music and comfortable

physical conditions of the classroom. physical conditions of the classroom.

VisualisationVisualisation:: Students are asked to close their eyes and concentrate on their Students are asked to close their eyes and concentrate on their

breathing. Then the teacher describes a scene or an event in breathing. Then the teacher describes a scene or an event in detail so that students think they are really there. When the scene detail so that students think they are really there. When the scene is complete, the teacher asks students to slowly open their eyes is complete, the teacher asks students to slowly open their eyes and return to the present. This can be done just before students and return to the present. This can be done just before students write a composition in order to activate their creativity. write a composition in order to activate their creativity.

Choose a New Identity:Choose a New Identity: Students can be asked to write about their fictional new identity, Students can be asked to write about their fictional new identity,

new home town, family, etc.new home town, family, etc.

First ConcertFirst Concert: : Music is played. The teacher begins a slow, dramatic reading, Music is played. The teacher begins a slow, dramatic reading,

synchronised in intonation with the music. The music is classical. synchronised in intonation with the music. The music is classical. Teacher's voice is usually hushed, but rises and falls with the Teacher's voice is usually hushed, but rises and falls with the music.music.

Second Concert:Second Concert: Students put their scripts aside. Students close their eyes and Students put their scripts aside. Students close their eyes and

listen as the teacher reads with musical accompaniment. This listen as the teacher reads with musical accompaniment. This time the content that is read by the teacher is emphasised by the time the content that is read by the teacher is emphasised by the way the teacher reads the text. Music is secondarily important. At way the teacher reads the text. Music is secondarily important. At the end of the concert, the class ends for the day.the end of the concert, the class ends for the day.

Four Stages of De-SuggestopediaFour Stages of De-Suggestopedia ：：

1.1. PresentationPresentation

2.2. First Concert - "Active Concert“First Concert - "Active Concert“

3.3. Second Concert - "Passive Review“Second Concert - "Passive Review“

4.4. PracticesPractices

PRESENTATIONPRESENTATION

A first stage in which students are helped toA first stage in which students are helped to

relax and move into a positive frame ofrelax and move into a positive frame of

mind, with the feeling that the learning ismind, with the feeling that the learning is

going to be easy and fun. going to be easy and fun.

FIRST CONCERT - "ACTIVE CONCERT"FIRST CONCERT - "ACTIVE CONCERT"

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

foreign language course there might be theforeign language course there might be the

dramatic reading of a piece of text, dramatic reading of a piece of text,

accompanied by classical music. accompanied by classical music.

SECOND CONCERT - "PASSIVE REVIEW"SECOND CONCERT - "PASSIVE REVIEW"

The students are now invited to relax and The students are now invited to relax and listen to some Baroque music, with the listen to some Baroque music, with the text being read very quietly in the text being read very quietly in the background. The music is specially background. The music is specially selected to bring the students into the selected to bring the students into the optimum mental state for the effortless optimum mental state for the effortless acquisition of the material. acquisition of the material.

PRACTICEPRACTICE

The use of a range of games, puzzles, etc.The use of a range of games, puzzles, etc.

to review and consolidate the learning.to review and consolidate the learning.

Class exampleClass example First class:First class:

The teacher greets and explains what she is The teacher greets and explains what she is going to do in native language with going to do in native language with enthusiasm. enthusiasm.

The teacher listens to the music that is The teacher listens to the music that is recorded in the radio.recorded in the radio.

Teacher reads a dialogue in intonation with Teacher reads a dialogue in intonation with the music.the music.

The students follow the dialogue in their The students follow the dialogue in their scripts.scripts.

The students put dawn their scripts.The students put dawn their scripts. The teacher reads the dialogue in a normal rate and The teacher reads the dialogue in a normal rate and

the students listen to her.the students listen to her.

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

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

The class is finished.The class is finished. The students do not have any homework.The students do not have any homework.

Literature ReviewLiterature Reviewaboutabout

De-SuggestopediaDe-Suggestopedia

WHAT ARE THE GOALS OF TEACHERS WHAT ARE THE GOALS OF TEACHERS WHO USE DESUGGESTOPEDIA?WHO USE DESUGGESTOPEDIA?

Teachers hope to accelerate the process by Teachers hope to accelerate the process by which students learn to use a foreign language which students learn to use a foreign language for everyday communication.for everyday communication.

More of the students' mental powers must be More of the students' mental powers must be tapped.tapped.

This is accomplished by desuggesting the This is accomplished by desuggesting the psychological barriers learners bring with them psychological barriers learners bring with them to the learning situation.to the learning situation.

WHAT IS THE ROLE OF THE TEACHER? WHAT IS THE ROLE OF THE TEACHER? WHAT IS THE ROLE OF THE WHAT IS THE ROLE OF THE

STUDENTS?STUDENTS?

The teacher is the authority in the classroom.The teacher is the authority in the classroom.

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

The students will retain information better from The students will retain information better from someone in whom they have since they will be more someone in whom they have since they will be more responsive to her 'desuggesting' their limitations and responsive to her 'desuggesting' their limitations and suggesting how easy it will be for them to succeed.suggesting how easy it will be for them to succeed.

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

RELAXATIONRELAXATION

An examination of the Suggestopedia An examination of the Suggestopedia literature revealed that in studies where literature revealed that in studies where relaxation is a major independent variable, relaxation is a major independent variable, rather than just one element of rather than just one element of Suggestopedia, only one study indicated a Suggestopedia, only one study indicated a clear improvement in performance for the clear improvement in performance for the experimental group over the control group experimental group over the control group

Table 1:The results of studies utilising relaxation as a major independent variable

StudyStudy Major Major independentindependent

variablesvariables

ControlControlgroupgroup

RandomRandomallocationallocation

ResultsResults

Biggers & Biggers & Stricherz, 1976Stricherz, 1976

RelaxationRelaxation yesyes yesyes Negative effectNegative effect

Martin & Martin & Schuster, 1977Schuster, 1977

Relaxation and Relaxation and tension inductiontension induction

yesyes yesyes No significant No significant differencedifference

Alexander, 1982Alexander, 1982 Relaxation, musicRelaxation, music nono nono No significant No significant differencedifference

Gamble et al., Gamble et al., 19821982

Relaxation, musicRelaxation, music yesyes yesyes Limited supportLimited support

Johnson, l982Johnson, l982 RelaxationRelaxation yesyes yesyes Positive effectPositive effect

Wagner & Tilney, Wagner & Tilney, 19831983

Relaxation, music,Relaxation, music,"mind-calming""mind-calming"

yesyes yesyes No significant No significant effecteffect

Render, Hall & Render, Hall & Moon, 1984Moon, 1984

Relaxation, musicRelaxation, music yesyes yesyes No significant No significant effecteffect

Zeiss, 1984Zeiss, 1984 Relaxation, musicRelaxation, musicoral intonationoral intonation

yesyes yesyes Limited supportLimited support

MusicMusicAnother one major independent variables is Another one major independent variables is

Music. Of the nine studies examined, four Music. Of the nine studies examined, four achieved significant increases in achieved significant increases in performance while the remaining studies performance while the remaining studies demonstrated no clear advantage with demonstrated no clear advantage with music (see Table 2). music (see Table 2).

Table 2: The results of studies utilising music as a major independent variable

StudyStudy Major independentMajor independentvariablesvariables

ControControll

groupgroup

RandomRandomallocatioallocatio

nn

ResultsResults

Bordon & Schuster, 1976Bordon & Schuster, 1976 Music, breathing, Music, breathing, suggestion suggestion

positive atmospherepositive atmosphere

yesyes yesyes Positive effectPositive effect

Schuster & Vincent, 1980Schuster & Vincent, 1980 MusicMusic nono nono Positive effectPositive effect

Alexander, 1982Alexander, 1982 Music, relaxationMusic, relaxation nono nono No significant effectNo significant effect

Gamble et al., 1982Gamble et al., 1982 Music, relaxationMusic, relaxation yesyes yesyes No significant effectNo significant effect

Schuster & Mouzon, 1982Schuster & Mouzon, 1982 Music, suggestionMusic, suggestion yesyes yesyes Positive effectPositive effect

Stein et al., 1982Stein et al., 1982 Music, imageryMusic, imagery yesyes yesyes No significant effectNo significant effect

Wagner & Tilney, 1983Wagner & Tilney, 1983 Music, relaxationMusic, relaxation yesyes yesyes No significant effectNo significant effect

Render et al., 1984Render et al., 1984 Music, relaxationMusic, relaxation yesyes yesyes No significant effectNo significant effect

Zeiss, 1984Zeiss, 1984 Music, relaxation,Music, relaxation,oral intonationoral intonation

yesyes yesyes No significant effectNo significant effect

ADVANTAGESADVANTAGES

1/ LEARNING ENVIRONMENT1/ LEARNING ENVIRONMENT

2/ THINKING HIGHLY OF STUDENTS’ FEELING2/ THINKING HIGHLY OF STUDENTS’ FEELING

3/ THE EMPHASIS OF INTERACTION3/ THE EMPHASIS OF INTERACTION

4/ THE TREATMENTS TO STUDENTS’ 4/ THE TREATMENTS TO STUDENTS’ MISTAKESMISTAKES

At the beginning levels, errors are not At the beginning levels, errors are not corrected immediately because the corrected immediately because the emphasis is on communication. When emphasis is on communication. When errors of form occur, teachers uses the errors of form occur, teachers uses the correct form later on during class, correct form later on during class, because immediate interference by the because immediate interference by the teacher may destroy the relaxed teacher may destroy the relaxed atmosphere in classes.atmosphere in classes.

DisadvantagesDisadvantages

1/ LACK OF FLEXIBILITY1/ LACK OF FLEXIBILITY

De-suggestopedia emphasizes the relaxed, De-suggestopedia emphasizes the relaxed, no pressure learning environment, but it is no pressure learning environment, but it is indeed lack of flexibility to some students indeed lack of flexibility to some students who are difficult to learn spontaneously, who are difficult to learn spontaneously, and cause indolence on their learning.and cause indolence on their learning.

OVER-EMPHASIZED OF LANGUAGE USEOVER-EMPHASIZED OF LANGUAGE USE

De-suggetopeia emphasizes that it is more De-suggetopeia emphasizes that it is more important to let students learn a large important to let students learn a large amount of vocabularies than grammars. It amount of vocabularies than grammars. It believes that teacher should focus on the believes that teacher should focus on the use of language rather than type of use of language rather than type of language. However, it may be over-language. However, it may be over-emphasized the use of language. And will emphasized the use of language. And will lead students to ignore the importance of lead students to ignore the importance of grammars. (styles of language)grammars. (styles of language)

ABSENCE OF TESTSABSENCE OF TESTS

De-suggestopeia emphasizes to let De-suggestopeia emphasizes to let students learning in a relaxed students learning in a relaxed environment. The teachers will grade environment. The teachers will grade students by their performance in class but students by their performance in class but not the traditional test mode. However, it not the traditional test mode. However, it may lead students lack pressure and may may lead students lack pressure and may lose the motivation on learning.lose the motivation on learning.

ReviewReview

Theory of LanguageTheory of Language Method communication is a two-plane Method communication is a two-plane process: language and linguistic message. process: language and linguistic message.

Role of the StudentsRole of the Students To be childlike, participate in the activities, To be childlike, participate in the activities, trust and respect the Teacher. Moreover, trust and respect the Teacher. Moreover, Ss should be relaxed following teacher’s Ss should be relaxed following teacher’s instructions.instructions.

Role of the TeachersRole of the Teachers To provide feeling of security for students To provide feeling of security for students eliminating the barriers to learning; eliminating the barriers to learning; increase their communicative ability.increase their communicative ability.

Role of the contentRole of the content To seem enjoyable and easy (vocabulary, To seem enjoyable and easy (vocabulary, grammar and speaking). grammar and speaking).

Role of the objectivesRole of the objectives To help students to learn to use a foreign To help students to learn to use a foreign language for everyday communication.language for everyday communication.

Role of the activitiesRole of the activities To carry out creative adaptation.To carry out creative adaptation.

Role of the methodologyRole of the methodology Desuggest the Students ‘s limitation in Desuggest the Students ‘s limitation in learninglearning

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

Role of the materials and Role of the materials and resourcesresources

To engage learning by lowering the To engage learning by lowering the affective filter of students.affective filter of students.

EvaluationEvaluation Evaluation is conducted on Evaluation is conducted on students' "in-class-students' "in-class-performances" and not performances" and not through formal tests, which through formal tests, which would threaten the relaxed would threaten the relaxed atmosphere, which is atmosphere, which is considered essential for considered essential for accelerated learning.accelerated learning.

InteractionsInteractions St-st” and “T-st” interactions St-st” and “T-st” interactions occur. Students often do "pair occur. Students often do "pair work" and "group work".work" and "group work".

Vocabulary TeachingVocabulary Teaching Vocabulary is emphasised. Claims about Vocabulary is emphasised. Claims about the success of the method often focus the success of the method often focus on the large number of words that can on the large number of words that can be acquired. Comments and be acquired. Comments and explanations about the meanings can be explanations about the meanings can be

provided in student's L1provided in student's L1 Grammar TeachingGrammar Teaching Grammar is taught explicitly but Grammar is taught explicitly but

minimally. Explicit grammar rules minimally. Explicit grammar rules are provided in L1.are provided in L1.

SkillsSkills Oral communication is emphasised. Oral communication is emphasised. Speaking and listening are Speaking and listening are important. Writing and reading are important. Writing and reading are also important. also important.

~Thank You ~Thank You ~~