Suggestopedia or Desuggestopedia

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Suggestopedia or Desuggestopedia

• By Ashwag Al-Fahd
• Supervised by Dr.Hind Al-Fadda

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Desuggestopedia

• Suggestopedia is now called Desuggestopedia to
  reflect the importance placed on desuggesting
  limitations 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 in 1979.
• Learning is a matter of attitude, not
  aptitude.
• Lozanov himself declaring that memorization in
  learning through De-suggestopedia would be
  accelerated by up to 25 times over that in
  conventional learning methods.
• .

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Learning Theory

• People use 5-10 of their mental capacity.
  In order to make better use of our mental
  reserves, limitations need to be desuggested.
  Students should eliminate the feelings that they
  cannot be successful and thus, to help them
  overcome the barriers to learning. Psychological
  barriers should be 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 two planes. 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

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

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

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• The teacher should integrate indirect positive
  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
  be successful to create self-confidence.
• Indirect Suggestion
• This is provided by music and comfortable
  physical conditions of the classroom.

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• Visualisation
• Students are asked to close their eyes and
  concentrate on their breathing. Then the teacher
  describes a scene or an event in detail so that
  students think they are really there. When the
  scene is complete, the teacher asks students to
  slowly open their eyes and return to the present.
  This can be done just before students write 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 the music.
• Second Concert
• Students put their scripts aside.
  Students close their eyes and listen as the
  teacher reads with musical accompaniment. This
  time the content that is read by the teacher is
  emphasised by the way 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

• Presentation
• First Concert - "Active Concert
• Second Concert - "Passive Review
• Practices

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PRESENTATION

• A first stage in which students are helped to
• relax 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 the
  material 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
  specially selected 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.

Active concert
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• The students put dawn their scripts.
• The teacher reads the dialogue in a normal rate
  and the 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 ball to one student and she asks a question.
  Then this student has to throw the ball to
  another student and asks another question.
• The class is finished.
• The students do not have any homework.

Passive concert
Primary activation
Creative Adaptation
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Literature ReviewaboutDe-Suggestopedia
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WHAT ARE THE GOALS OF TEACHERS WHO USE
DESUGGESTOPEDIA?

• Teachers hope to accelerate the process by which
  students learn to use a foreign language for
  everyday communication.
• More of the students' mental powers must be
  tapped.
• This is accomplished by desuggesting the
  psychological barriers learners bring with them
  to 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
  students must trust and respect the teacher.
• The students will retain information better from
  someone in whom they have since they will be more
  responsive to her 'desuggesting' their
  limitations and suggesting how easy it will be
  for them to succeed.
• Once the students trust the teacher, they can
  feel more secure. If they feel secure, they can
  be more spontaneous 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 of Suggestopedia, only one study
  indicated a clear improvement in performance for
  the experimental group over the control group

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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
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Music

• Another one major independent variables is Music.
  Of the nine studies examined, four achieved
  significant increases in performance while the
  remaining studies demonstrated 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 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
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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 the correct form later on during
  class, because immediate interference by the
  teacher may destroy the relaxed atmosphere in
  classes.

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Disadvantages

• 1/ LACK OF FLEXIBILITY
• 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 the use of language
  rather than type of language. However, it may be
  over-emphasized the use of language. And will
  lead 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
  but not the traditional test mode. However, it
  may lead students lack pressure and may lose the
  motivation on learning.

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• Review

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Theory of Language Method communication is a two-plane process language and linguistic message.
Role of the Students To be childlike, participate in the activities, trust and respect the Teacher. Moreover, Ss should be relaxed following teachers instructions.
Role of the Teachers To provide feeling of security for students eliminating the barriers to learning increase their communicative ability.
Role of the content To seem enjoyable and easy (vocabulary, grammar and speaking).
Role of the objectives To help students to learn to use a foreign language for 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 on students' "in-class-performances" and not through formal tests, which would threaten the relaxed atmosphere, which is considered essential 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 about the success of the method often focus on 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 but minimally. 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 ?