Desuggestopedia

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Desuggestopedia

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Desuggestopedia

• Desuggestopedia has been called an
  affective-humanistic approach.

Ruby ???
Ibrahim S. M. AlFallay(2008), English Course
406.6 Suggestopedia
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The originator of Desuggestopedia

• Georgi Lozanov.
• A Bulgarian psychiatrist and educator.
• Learning is a matter of attitude, not
  aptitude.

Georgi Lozanov(1988),Foreign Language Teacher's
Suggestopedic Manual
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Main idea

• Key Elements of De-Suggestopedia
• Rich sensory learning environment
• Positive expectation of success
• Varied range of methods

Georgi Lozanov(1988),Foreign Language Teacher's
Suggestopedic Manual
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Main idea

• Four Stages of De-Suggestopedia
• Presentation
• First Concert - "Active Concert
• Second Concert - "Passive Review
• Practices

Georgi Lozanov(1988),Foreign Language Teacher's
Suggestopedic Manual
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The main principles of Desuggestopedia

1. In an atmosphere of play, the conscious attention
   of the learner does not focus on linguistic
   forms, but rather on using the language.
2. Students can learn from what is present in the
   environment. (Peripheral learning)

Ibrahim S. M. AlFallay(2008), English Course
406.6 Suggestopedia
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The main principles of Desuggestopedia

1. Fine art provides positive suggestions for
   students.
2. Errors are corrected gently and indirectly.

Ibrahim S. M. AlFallay(2008), English Course
406.6 Suggestopedia
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The main principles of Desuggestopedia

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

Diane Larsen-Freeman/????????????????,
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Literature ReviewaboutDe-Suggestopedia

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Goals and role

• What are the goals of teachers who use
  Desuggestopedia?
• What is the role of the teacher? What is the role
  of the students?

Ibrahim S. M. AlFallay(2008), English Course
406.6 Suggestopedia
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Para-conscious

• The most efficient way to bring learners
  potentiality into full play is eliminate negative
  suggestions in learners mind and also establish
  Para-conscious teaching system.
• What is Para-conscious?

Chastain.K(1988), Developing School Language
Skill Theory and Practice, Florida Harcourt
Brace Jovanovich ???(1999),?????????????????.?????
40??2,3?
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Extend

• Divide the course into three parts, reading
  explain, listening oral reading, listening and
  speaking with music.
• Having conservations in relaxed atmosphere and
  with background music.
• Less assignments, put emphasis on oral reading,
  and correcting students fault is not involved.

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Relaxation
Table 1The results of studies utilising
relaxation as a major independent variable
Study Major independentvariables Controlgroup Randomallocation Results
Biggers Stricherz, 1976 Relaxation yes yes Negative effect
Martin Schuster, 1977 Relaxation and tension induction yes yes No significant difference
Alexander, 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 significant effect
Render, Hall Moon, 1984 Relaxation, music yes yes No significant effect
Zeiss, 1984 Relaxation, musicoral intonation yes yes Limited support
B. Dipamo and R. F. S. Job(1991), Australian
Journal of Educational Technology 1991, 7(2),
127-143. University of Sydney
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Music
Table 2 The results of studies utilising music
as a major independent variable
Study Major independentvariables Controlgroup Randomallocation 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
B. Dipamo and R. F. S. Job(1991), Australian
Journal of Educational Technology 1991, 7(2),
127-143. University of Sydney
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Concluding Comments

• Good atmosphere.
• Trust and Respect.
• Build up confidence.

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Review
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Process

• The coordination of brain
• Using variety suggestions
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Methods

• Bright and cheerful environment
• Art strategy
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  Larsen-Freeman/?????/???????/?????????????????

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Role of Teachers and Students

• Teacher
• Be confident and trustable
• Afford cheerful atmosphere
• Student
• Be relaxed
• Following instructions easily
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Conclusion
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Advantage

• Learning Environment
• Thinking highly of students feeling
• Can arouse students interests and
• potential to memorize
• 
  ????????Diane Larsen-Freeman/?????/???????/???????
  ??????????

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Advantage

• The emphasis of interaction
• The treatments to students mistakes
• 
  ????????Diane Larsen-Freeman/?????/???????/???????
  ??????????

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Disadvantage

• Lack of flexibility
• Lack trust to teachers
• Over-emphasized of language use
• 
  ????????Diane Larsen-Freeman/?????/???????/???????
  ??????????

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Disadvantage

• Absence of tests
• Differences characteristics between students
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Comment

• Have a positive effects on English Learning
• Open a new page for English teaching
• 1. Suggestopedia and
  Language Acquisition?W. Jane Bancroft?Gordon and
  Breach Publishers?
• 2.The Effects of
  Suggestopedia in Increasing Foreign Language
  AchievementElizabeth Robinett?

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Thank You ?
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