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Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
Desuggestopedia
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Desuggestopedia

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A method that desuggests limitations on learning!

A method that desuggests limitations on learning!

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  • 1. Desuggestopedia Fabrízia Costa Kassia Toscano
  • 2. The originator of Desuggestopedia <ul><li>Georgi Lozanov. </li></ul><ul><li>A Bulgarian psychiatrist and educator. </li></ul><ul><li>” Learning is a matter of attitude, not aptitude.” </li></ul>Georgi Lozanov(1988),Foreign Language Teacher&apos;s Suggestopedic Manual
  • 3. The meaning of desuggestopedia <ul><li>suggest =&gt; desuggest </li></ul><ul><li>This method puts importance on “ desuggesting limitations on learning.” </li></ul>
  • 4. 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.”
  • 5. The goal of the teachers <ul><li>The goal of the teachers using the teaching method is to help students eliminate and overcome the barriers to learning and increase their communicative ability. </li></ul>
  • 6. Classroom set-up <ul><li>Armchair </li></ul><ul><li>Light is comfortable </li></ul><ul><li>Everything is bright and colorful </li></ul><ul><li>Posters </li></ul><ul><li>Music </li></ul>
  • 7. <ul><li>The teacher speaks confidently; </li></ul><ul><li>The teacher leads the class in various activities involving the dialog, for example, question-and-answer, repetition, and translation; </li></ul><ul><li>The teacher should integrate indirect positive suggestions (there is no limit to what you can do) into the learning situation. </li></ul>
  • 8. Peripheral learning <ul><li>We perceive much more in our environment than that to which we consciously attend. </li></ul><ul><li>“ When there is a unity between conscious and subconscious, learning is enhanced.” </li></ul>
  • 9. Fine arts <ul><li>One of the ways the students’ mental reserves are stimulated is through integration of the fine arts-music, drama, or paintings. </li></ul>
  • 10. Enjoy your learning <ul><li>The teacher gives the students the impression that learning is easy and enjoyable. </li></ul><ul><li>It’s desire that the students achive a state of ‘infantilization`so they will be more open to learning. </li></ul>
  • 11. Choosing a new identity <ul><li>This enhances students’ feeling of security and allows them to be more open. </li></ul><ul><li>Video 1 </li></ul>
  • 12. Positive suggestions <ul><li>Direct suggestion </li></ul><ul><li>Indirect suggestion </li></ul>
  • 13. Active concert <ul><li>Teacher will introduce a story as related in the dialog and call the students’ attention to some particular grammatical points that arise in it, she reads the dialog in the target language. Music is played. The teacher begins a slow, dramatic reading, synchronized in intonation with the music. The music is classical and the teacher’s voice rises and falls with the music. </li></ul>
  • 14. Passive concert <ul><li>In the phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed. The teacher is seated and reads with musical accompaniment. </li></ul>
  • 15. Primary activation <ul><li>The students playfully reread the target language dialog out loud, as individuals or in groups. Students are asked to read the dialog in particular manner: sadly, angrily, and cheerfully. </li></ul>
  • 16. Creative adaptation <ul><li>The students engage in various activities designed to help them learn the new material and use it spontaneously. Activities particularly recommended for this phase include singing, dancing, dramatizations, and games. </li></ul><ul><li>Video 2 – reading phonetic </li></ul>
  • 17. <ul><li>To accelerate the process of learning a foreign language for everyday communication </li></ul><ul><li>To desuggest learners’ psychological barriers </li></ul><ul><li>To activate learners’ ‘paraconscious’ part of the mind </li></ul>1.What are the goals of teachers who use Desuggestopedia?
  • 18. 2.What is the role of the teacher? What is the role of students? <ul><li>The teacher’s role: authority —being confident and trustable security —affording a cheerful classroom atmosphere </li></ul><ul><li>The students’ role: relaxed —following the teacher’s instruction easily </li></ul><ul><li>role play —enjoying in the new identity freely </li></ul>
  • 19. 3.What are some characteristics of the teaching/learning process? <ul><li>Classroom atmosphere —decoration&amp;posters </li></ul><ul><li>A new name and occupation —to dispel fear or anxiety </li></ul><ul><li>Handout —for advanced students </li></ul><ul><li>No test, no assignment </li></ul><ul><li>Conversation with translation in music —to activate the ’whole brain’ of the students </li></ul><ul><li>Games,songs,role play —to strengthen the material </li></ul>
  • 20. 4.What is the nature of student-teacher interaction? What is the nature of student- student interaction? <ul><li>The teacher initiates interactions in two way— </li></ul><ul><li>1.the teacher to a group of students </li></ul><ul><li>2.the teacher to only one student </li></ul><ul><li>The students respond through— </li></ul><ul><li>1.nonverbal actions </li></ul><ul><li>2.a few target language </li></ul><ul><li>student- student interaction—role play </li></ul>
  • 21. 5.How are the feelings of the students dealt with? <ul><li>Relaxed --psychological barriers are desuggested. </li></ul><ul><li>Confident --the target language comes naturally. </li></ul><ul><li>--Success is obtainable. </li></ul><ul><li>Secure --assumption of a new identity </li></ul>
  • 22. 6.How is language viewed? How is culture viewed? <ul><li>Language itself is the first of two planes in the two-plane process of communication. </li></ul><ul><li>Nonverbal factors also influence the linguistic message. </li></ul><ul><li>The use of the fine arts is important in Desuggestopedia classes. </li></ul>
  • 23. 7.What areas of language are emphasized? What language skills are emphasized? <ul><li>Vocabulary is emphasized. </li></ul><ul><li>Grammar is dealt with explicitly but minimally. </li></ul><ul><li>Speaking communicatively is emphasized. </li></ul>
  • 24. 8.What is the role of the students’ native language? <ul><li>Native language is used to make the meaning of the dialog clear. </li></ul><ul><li>As the course proceeds, the teacher uses the native language less and less. </li></ul>
  • 25. 9.How is the evaluation accomplished? <ul><li>Evaluation usually is conducted on students’ normal in-class performance, not through tests. </li></ul>
  • 26. 10.How does the teacher respond to student errors? <ul><li>Errors are corrected gently, with the teacher using a soft voice. </li></ul><ul><li>Video 3 - conclusion </li></ul>
  • 27. Conclusion
  • 28. Advantage <ul><li>Learning Environment </li></ul><ul><li>Thinking highly of students’ feeling </li></ul><ul><li>Can arouse students’ interests and </li></ul><ul><li>potential to memorize </li></ul>
  • 29. Advantage <ul><li>The emphasis of interaction </li></ul><ul><li>The treatments to students’ mistakes </li></ul>
  • 30. <ul><li>1 – Now you`re going to thing about some disadvantages of this method. </li></ul><ul><li>2 – Have you ever used this method or anything related to it in your classes? (yes) How was it? (No) would you like to use it? </li></ul><ul><li>Do you believe that the environment of the class is important in the language teaching-learning process? </li></ul>
  • 31. Disadvantage <ul><li>Lack of flexibility </li></ul><ul><li>Lack trust to teachers </li></ul><ul><li>Over-emphasized of language use </li></ul>
  • 32. Disadvantage <ul><li>Absence of tests </li></ul><ul><li>Differences characteristics between students </li></ul><ul><li>英 </li></ul>
  • 33. Comment <ul><li>Have a positive effects on English Learning </li></ul><ul><li>Open a new page for English teaching </li></ul><ul><li>1. 。 </li></ul>
  • 34. ~Thank You  ~

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