Suggestiopedia is now called Desuggestopedia toreflect the importance placed on desuggestinglimitations on learning. We set up psychological barriers to learning andthus we do not use the full mental powers we have;in order to use our reserved capacity, the limitationswe think we have need to be “desuggested.”.
Decoration. Furniture. Arrangement of the classroom. The use of soft music. The authoritative behavior of theteacher.
There are six principaltheoretical componentsthrough whichdesuggestopedia andsuggestopedia operate andthat set- up access toreserves. Authority. Infantilization. Double-planedness. Intonation,rhythm, andconcert psuedo-passiveness. Design syllabus
give control and authority to the teacher completelyWhat makes a teacher authoritive? self-confidence Personal distance Acting ability Possitive attitude
Authority is also used to suggest a teacher-studentrelation like that of parent to child. In the child’s rolethe learner takes part in role playing, games, songs,and gymnastic exercise that help “the older studentregain the self-confidence, spontaneity, receptivityof the child”.
The learner learn not only from the effect ofdirect instruction takes places.The bright decorof the classroom, the musical background, theshape of the chairs, and the personality of theteacher are considered as important instructionas the form of the instructional material itself.
Varying the tone and rhythm of presented material helps bothto avoid boredom through monotony of repetition anddramatize, emotionalize, and give meaning to linguisticmaterial. Both intonation and rhythm are coordinated with a musicalbackground. The musical background helps to induce a relaxedattitude, which Lozanov refers to as concert pseudo-passiveness.This state is felt to be optimal for learning, in that anxieties andtension are relieved and power of concentration for newmaterial is raised.
course lasts 30 days, 10 units ofstudy. Classes are held 4 hours a day, 6days a week. The central focus of each unit is adialogue consisting of 1200 word,or with an accompanyingvocabulary list and grammaticalcommentary.
Question and answerRole playListening exercises
Pseudo-passive state. Learners must not try to to figure out, Not to manipulate, orNot to study material Learners sit in a circle Encourages face-to-face exchange Activity participation
According to Lozanov, teachers should give attention to Absolute confidence His/her manners and dress Organizing the lesson (music choice, punctuality) Responding tactfully Modest enthusiasm
1. Show absolute confidence in the method.2. Display fastidious conduct in manners and dress.3. Organize properly, and strictly observe the initial stages of the teachingprocess—this includes choice and play of music, as well as punctuality.4. Maintain a solemn attitude towards the session.5. Give tests and respond tactfully to poor papers (if any).6. Stress global rather than analytical attitudes towards material.7. Maintain a modest enthusiasm.
The 4-hours language class has three parts: Oral review sectionmicro studiesmacro studies The class new material presentation anddiscussion The concert session
At the beginning of the session, all conversationstops for a minute, or two minutes, and theteacher listens to the music coming from a tape-recorder. The teacher waits and listens to several passagesin order to enter into the mood of the music andthen begins to read or recite the new text, hisvoice modulated in harmony with the musicalphrases. The students follow the text in their textbookswhere each lesson is translated into the mothertongue.
Between the first and second part of the concert, there areseveral of solemn silence. In some cases, even longer pausescan be given to permit the students to stir a little. Beforebeginning of the second part of the concert, there are againseveral minutes of silence and some phrases of the music areheard again before the teacher begins to read the text. Nowthe students close their textbooks and listen to the teacher’sreading. At the end, the students silently leave the room.
To accelerate the process of learning aforeign language for everydaycommunication To desuggest learners’ psychologicalbarriers To activate learners’ ‘paraconscious’ part ofthe mind.
The teacher’s role:authority—being confident and trustablesecurity—affording a cheerful classroomatmosphere The students’ role:relaxed—following the teacher’s instruction easilyrole play—enjoying in the new identity freely
Classroom atmosphere—decoration & posters A new name and occupation—to dispel fear oranxiety Handout—for advanced students No test, no assignment Conversation with translation in music—toactivate the ’whole brain’ of the students Games,songs,role play—to streng then the material.
The teacher initiates interactions in two way—1.the teacher to a group of students2.the teacher to only one student The students respond through—1.nonverbal actions2.a few target language student- student interaction—role play.
Relaxed--psychological barriers aredesuggested. Confident--the target language comesnaturally.--Success is obtainable. Secure--assumption of a new identity.
Vocabulary is emphasized.Grammar is dealt withexplicitly but minimally.Speaking communicativelyis emphasized.
Native language is used to makethe meaning of the dialog clear. As the course proceeds, theteacher uses the native languageless and less.
Evaluation usually isconducted on students’normal in-classperformance, not throughtests.
Errors arecorrected gently,with the teacherusing a soft voice.