SUGGESTOPEDIA

11.  SUGGESTED

      Suggestiopedia is now called Desuggestopedia to reflect the importance placed on desuggesting limitations on learning.We set up psychological barriers to learning and thus we do not use the full mental powers we have; in order to use our reserved capacity, the limitations we think we have need to be “desuggested.”. Suggestopedia is a specific set of learning recommendations derived from suggestology, which Lozanov describes as a “science…concerned with the systematic study of the nonrational and/or nonconcious  influences”that human beings are constantly  responding. Suggestopedia tries to harness these influences and redirect them so as to optimize learning.

Characteristics of  this  method:

·         Decoration

·         Furniture

·         Arrangement of the classroom

·          The use of soft music

·          The authoritative behavior of the teacher.

Approach: Theory of Language and Learning There are six principal theoretical components through which desuggestopedia and suggestopedia operate and that set- up access to reserves.

—  Authority.

—  Infantilization.

—  Double-planedness.

Intonation, rhythm, and concert psuedo-passiveness

v Authority

give control and authority to the teacher completely,What makes a teacher authoritive?

·         self-confidence

·         Personal distance 

·         Acting ability

·         Possitive attitude

    Infantilization

                              Authority is also used to suggest a teacher-student relation like that of parent to child. In the child’s role the learner takes part in role playing, games, songs, and gymnastic exercise that help “the older student regain the self-confidence, spontaneity,  receptivity of the child”. Double-planedness.

—  The learner learn not only from the effect of direct instruction takes places. The bright decor of the classroom, the musical background, the shape of the chairs, and the personality of the teacher are considered as important instruction as the form of the instructional material itself.

—  Intonation, rhythm, and concert pseudo-passiveness.

            Varying the tone and rhythm of presented material helps both to avoid boredom through monotony of repetition and dramatize, emotionalize, and give meaning to linguistic material,Both intonation and rhythm are coordinated with a musical background. The musical background helps to induce a relaxed attitude, which Lozanov refers to as concert pseudo-passiveness, This state is felt to be optimal for learning, in that anxieties and tension are relieved and power of concentration for new material is raised.

Ø  Objectives

To deliver advanced conversational competence quickly ,To master prodigious lists of vocabulary

Ø  Syllabus

course lasts 30 days, 10 units of study,Classes are held 4 hours a day, 6 days a week.

The central focus of each unit is a dialogue consisting of 1200 word, or with an accompanying  vocabulary list and grammatical commentary.

Role of Learners

Ø  Pseudo-passive state.

Ø  Learners must not try to to figure out,

Ø  Not to manipulate, or

    Not to study material

Ø  Learners sit in a circle

Ø  Encourages face-to-face exchange

Ø  Activity participation

Ø  How this session proceeds At the beginning of the session, all conversation stops for a minute, or two minutes, and the teacher listens to the music coming from a tape-recorder.

The teacher waits and listens to several passages in order to enter into the mood of the music and then begins to read or recite the new text, his voice modulated in harmony with the musical phrases.

The students follow the text in their textbooks where each lesson is translated into the mother tongue.

Ø  Between the first and second part of the concert, there are several of solemn silence. In some cases, even longer pauses can be given to permit the students to stir a little. Before beginning of the second part of the concert, there are again several minutes of silence and some phrases of the music are heard again before the teacher begins to read the text. Now the students close their textbooks and listen to the teacher’s reading.

Ø   At the end, the students silently leave the room.

.What are the goals of teachers who use Desuggestopedia?

—  To accelerate the process of learning a foreign language for everyday communication

—  To desuggest learners’ psychological barriers

To activate learners’ ‘paraconscious’ part of the mind.

·      The teacher initiates interactions in two way—

    1.the teacher to a group of students

    2.the teacher to only one student

·         The students respond through

    1.nonverbal actions

    2.a few target language

—  student- student interaction—role play.

v  How is language viewed? How is culture viewed?

·         Language itself is the first of two planes in the two-plane process of communication.

·         Nonverbal factors also influence the linguistic message.

·         The use of the fine arts is important in De-suggestopedia classes.

v  What areas of language are emphasized? What language skills are emphasized

·         Vocabulary is emphasized.

·         Grammar is dealt with explicitly but minimally.

·         Speaking communicatively is emphasized.

Conclusion: Psychological barriers,  Positive approach,In the Suggestopedia teaching it’s important to make student very relaxed.