(De)suggestopedia

1

• Unit 6
• (De)suggestopedia
• ????? (1970-)
• By Georgi Lozanov

2
Me us You You Him they Her it
I am You are He/she/it is They are
Classroom set-up
Peripheral Learning (p.78 and p.84)
3
Materials (including props)
Hat
Bag
Rhyme instrument
Classical painting
Mask
Lengthy handout
4
Origin

• Originator in the 1970s by Georgi Lozanov, a
  Bulgarian psychiatrist-educator (?????????????? )
• An affective-humanistic approach (respect for
  learners feelings) derived from Suggestology
• Suggestology science concerned with the
  systematic study of the non-rational and
  non-conscious influences that human beings are
  constantly responding to involving loading the
  memory banks with desired and facilitating
  memories
• ????????????????????????????????????,????????????
  ???????????

5
Origin

• Desuggestion involving unloading the memory
  banks or reserves of unwanted or blocking
  memories in this method the suggestive
  atmosphere takes place with soft lights, baroque
  music, cheerful room decorations, comfortable
  seating and dramatic techniques used by the
  teacher in the presentation of material
• Suggestion ??????????????????????????
  desuggestion?????????????????????,???????

6
Fine arts
7
Principles

• (1) Most learning takes place in a relaxed but
  focused state so attentiveness can be manipulated
  to optimize learning and recall.
• (2) The emphasis on memorization of vocabulary
  pairsa target language item and its native
  language translationsuggests a view of language
  in which lexis is central and in which lexical
  translation rather than contextualization is
  stressed

8

• (3) Six principal components through which
• desuggestion and suggestion operate
• Authority people remember best and are most
  influenced by information coming from an
  authoritative source
• ??(authority)---Lozanov??,?????????????????????
  ??????????????????
• Infantilization a teacher-students relation is
  like that of parent to child learners take part
  in role playing, games, songs and gymnastic
  exercises that help the older students regain the
  self-confidence, spontaneity and receptivity of
  the child.
• ???(infantization)---????????????????????????????
  ??????

9

• Double-plannedness (involving both hemispheres of
  the brain (analysis synthesis) using both the
  conscious and unconscious mind) the learner
  learns not only from the effect of direct
  instruction but from the environment in which the
  instruction takes place
• ????(double-plannedness)--- ????????????,????????
  ?????????????????????

10

• Intonation, rhythm and concert pseudo-passiveness
  Varying the tone and rhythm of presented
  material helps both to avoid boredom through
  monotony of repetition and to 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, concert pseudo-passiveness in which
  anxieties and tension are relieved and power of
  concentration for new material is raised.
• ??????????????,?????,???????????????,????????????
  ???????????,???????????,?????????????,???????????
  ???????????,??Lozanov? ?,??????????,?????????,????
  ??????????

11

• (4)Teaching goal
• ???????????????????

12
Characteristics

• (1) The students with a new identity and personal
  information
• (2) The decoration, furniture, and arrangement of
  the classroom, the use of music, and the
  authoritative behavior of the teacher to create
  an optimal learning environment
• (3) Teachers trained to read dialogues in a
  special way of using voice quality, intonation,
  and timing to deliver advanced conversational
  proficiency quickly and have students understand
  and create solutions of problems

13

• (4) The centrality of music and musical rhythm to
  learning
• - Three functions of music in therapy by Gaston
  in 1968
• (i) to facilitate the establishment and
• maintenance of personal relations
• (ii) to bring out increased self-esteem
• through increased self-satisfaction in
• musical performance
• (iii) to use the unique potential of rhythm
  to
• energize and bring order (Lozanov calls
  
• upon in his use of music to relax learners as
• well as to structure, pace and
  punctuate
• the presentation of linguistic material)

14

• (B) The type of music
• First concert (active concert) Music is played
  then the teacher begins a slow, dramatic reading,
  synchronized in intonation with the music after a
  few minutes when students are reading the
  dialogue. (the early Romantic period)
• Second concert (passive concert) Students put
  their scripts aside the teacher reads the
  dialogue at a normal rate of speed e.g.
  pre-Classical or Baroque

15
Syllabus

• (1) a course lasts 30 days and consists of ten
  units of study classes are held four hours a
  day, six days a week
• (2) each unit is a dialogue about 1200 words with
  a vocabulary lest and grammatical commentary
• (3) activities imitation, question and answer
  and role play, listening activities in
  pre-session phase (on the first day of a new unit
  with three readings where the students first look
  at and discuss a new text with the teacher, then
  they lean back in their chairs listening to the
  teacher read the text in a certain way and
  finally the material is acted out by the
  instructor in a dramatic manner over a background
  of the special musical)

16

• ????????????,?????????1000????,????????(????????
  ?????????????)?????????? ????,???????,????????????
  ??????????????,??????????????????????????

17
Influence

• (1) fine arts to relax learners
• (2) emphasis of keeping students privacy and
  dealing with their feelings
• (3) contexualized dialogues that are culturally
  based for developing functional proficiency
  through role- plays and other interactive
  activities
• (4) an interest in the development of accuracy,
  as explanations are provided for grammatical
  structures learned

18
Drawbacks

• questionable results from Suggestopedia
• of Lozanovs experiment data
• (2) lack of practicality
• (3) the input material is almost pedagogically
  prepared lack of authenticity