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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/5/24/2018 Suggestopedia or Desuggestopedia
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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.JPG5/24/2018 Suggestopedia or Desuggestopedia
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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 ~