Report of De-Suggestopedia

Report of De-Suggestopedia

9434019

109614008

109614022

109614018

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Report of De-Suggestopedia

MENU
Menu..................................................................................................................................................................... 2

Work Load......................................................................................................................................................... 4

I. Introduction............................................................................................................................................ 5

Desuggestopedia.................................................................................................................................. 5
Georgia Lozano(1970~).................................................................................................................... 5
Key Elements of Suggestopedia.................................................................................................... 6
Four Stages of De-Suggestopedia................................................................................................. 6
Presentation..................................................................................................................................... 7
First Concert - "Active Concert"................................................................................................. 7
Second Concert - "Passive Review"........................................................................................... 7
Practice.............................................................................................................................................. 7
The main principles of Desuggestopedia................................................................................7
II. Literature Review................................................................................................................................ 9

What are the goals of teachers who use Desuggestopedia?..........................................9

What is the role of the teacher? What is the role of the students?............................9
Para-conscious.................................................................................................................................... 10
Extend...................................................................................................................................................... 11
Relaxation............................................................................................................................................. 11
Music........................................................................................................................................................ 13
Brief Summary.................................................................................................................................... 15
III. Lesson plan........................................................................................................................................... 16

Procedures of the lesson............................................................................................................... 16

Decorate the classroom................................................................................................................. 17
First concert......................................................................................................................................... 18
Second concert.................................................................................................................................... 19
Before class dismissed................................................................................................................... 19
Others...................................................................................................................................................... 19
IV. Comments.............................................................................................................................................. 21

Advantages............................................................................................................................................ 21
Learning Environment:............................................................................................................. 21
Thinking highly of students feeling......................................................................................21
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Can arouse students interests and potential to memorize...........................................21

The emphasis of interaction.................................................................................................... 22
The treatments to students mistakes................................................................................... 22
Disadvantages..................................................................................................................................... 23
Lack of flexibility.......................................................................................................................... 23
Lack trust to teachers................................................................................................................ 23
Over-emphasized of language use......................................................................................... 23
Absence of tests............................................................................................................................ 24
Differences characteristics between students...................................................................24
V. Conclusion............................................................................................................................................. 25

VI. Reference............................................................................................................................................... 27

English Literature............................................................................................................................. 27
Chinese Literate................................................................................................................................. 27
Internet Literature........................................................................................................................... 27

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WORK LOAD

Introduction 109614008

Literature Review 9434019

Lesson Plan 109614022

Comments 109614018

Conclusion 109614004

Reference 9434019

Written Form Edit 9434019

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I. Introduction

DESUGGESTOPEDIA

Desuggestopedia has been called an affective-humanistic approach because

there is respect for students feelings.

An affective-humanistic approach derived from Suggestology. Suggestology is a

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.

Desuggestion is 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.

GEORGIA LOZANO(1970~)

Georgia Lozano is the originator of Desuggestopedia. He is a Bulgarian

psychiatrist and educator.

Learners set up psychological barriers to learning and thus learners do not use

the full mental powers they have. They fear that they will be unable to perform or

be limited in their ability to learn so they fear that they will fail. In order to use
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learners reserved capacity, the limitations have need to be desuggested.

Desuggestopedia has been developed to help students eliminate the feeling that

they cannot be successful and the negative association they may have toward

studying.

Suggestopedia was originally applied mainly in foreign language teaching, and it

is often claimed that it can teach languages approximately three times as quickly as

conventional methods. It is now applied in several other fields.

KEY ELEMENTS OF SUGGESTOPEDIA

Some of the key elements of Suggestopedia include a rich sensory learning

environment (pictures, colour, music, etc.), a positive expectation of success and the

use of a varied range of methods: dramatized texts, music, active participation in

songs and games, etc.

FOUR STAGES OF DE-SUGGESTOPEDIA

Suggestopedia adopts a carefully structured approach, using four main stages as

follows:

PRESENTATION

A preparatory 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.

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.

PRACTICE

The use of a range of games, puzzles, etc. to review and consolidate the

learning.

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. The teacher should present

and explain the grammar and vocabulary, but not dwell on them. Meaning is made

clear with native language translation. And the dialog that the students learn

contains language they can use immediately.

Communication takes place on two planes: on one the linguistic message is

encoded; and on the other are factors which influence the linguistic message. On the

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conscious plane, the learner attends to the language; on the subconscious plane, the

music suggests that learning is easy and pleasant.

Students can learn from what is present in the environment, even if their

attention is not directed to it (Peripheral learning). Peripheral learning is that

people perceive much more in our environment than that to which people

consciously attend. Dramatization is a valuable way of playfully activating the

material.

Fine arts(music, art, and drama) provides positive suggestions for students and

enable suggestions to reach the subconscious. One of the ways the students mental

reserves are stimulated is through integration of the fine ar ts-music, drama, or

paintings.

Errors are corrected gently and indirectly. The teacher gives the students the

impression that learning is easy and enjoyable in order to make students enjoying in

their learning. Therefore, the teacher should help the students activate the

material to which they have been exposed and integrate indirect positive suggestions

into the learning situation.

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II. Literature Review

WHAT ARE THE GOALS OF TEACHERS WHO USE

DESUGGESTOPEDIA?

Accorcing to AlFallay(2008)s define:

1. Teachers hope to accelerate the process by which students learn to use a

foreign language for everyday communication.

2. More of the students' mental powers must be tapped.

3. This is accomplished by desuggesting the psychological barriers learners bring

with them to the learning situation.

4. This is accomplished using techniques to activate the paraconscious part of the

mind, just below the fully-conscious mind.

WHAT IS THE ROLE OF THE TEACHER? WHAT IS THE ROLE OF THE

STUDENTS?

According to AlFallay(2008)s define:

1. The teacher is the authority in the classroom.

2. In order for the method to be successful, the students must trust and respect

the teacher.

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3. 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.

4. Once the students trust the teacher, they can feel more secure. If they feel

secure, they can be more spontaneous and less inhibited.

PARA-CONSCIOUS

And then, what conception should we establish in these purposes and role-

playing. In 1988 and 1999, Chastain and Dr. Yu had mention that 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? It is that students overcome all negative mentalities

while learning, and overtake the conscious of self-denying in order to bring students

potential power into full play.

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EXTEND

According to Mr. Lin(1996)s define about 3 points about Procedure of De-

Suggestopedia:

1. divide the course into three parts, reading explain, listening oral reading,

listening and speaking with music.

2. Having conservations in relaxed atmosphere and with background music.

3. less assignments, put emphasis on oral reading, and correcting students fault is

not involved.

Therefore, this pedagogy concedes that progress of learning involved that

learners consciousness and unconsciousness part. In other words, learners can

organize the regulation of grammar and use it whether on purpose or not. For this

reason, atmosphere of learning prove to be the most important part.

RELAXATION

According to Dipamo and Job(1991), there are 2 major independent variables.

One is Relaxation:

An examination of the Suggestopedia literature revealed that in studies where

relaxation is a major independent variable, rather than just one element of

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Suggestopedia, only one study indicated a clear improvement in performance for the

experimental group over the control group (Johnson, 1982). However, one study also

produced a negative effect. (See Table 1 for a summary of the relevant studies).

Table 1: The results of studies utilising relaxation as a major independent variable

Study Major independent Control Random Results

variables group allocation

Biggers & Stricherz, 1976 Relaxation yes yes Negative effect

Martin & Schuster, 1977 Relaxation and yes yes No significant difference

tension induction

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, yes yes No significant effect

"mind-calming"

Render, Hall & Moon, Relaxation, music yes yes No significant effect

1984

Zeiss, 1984 Relaxation, music yes yes Limited support

oral intonation

MUSIC

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Another one major independent variables is Music. When music is a major

independent variable in accelerated learning studies, the literature is again

somewhat equivocal. Of the nine studies examined, four achieved significant

increases in performance while the remaining studies demonstrated no clear

advantage with music (see Table 2). Three of the four experiments which indicated a

beneficial effect of music used control groups and random allocation of subjects. The

uncontrolled studies (Schuster & Vincent, 1980; Alexander, 1982) are not useful in

assessing the effect of music.

Table 2: The results of studies utilising music as a major independent variable

Study Major independent Control Random Results

variables group allocation

Bordon & Schuster, Music, breathing, suggestion yes yes Positive effect

1976
positive atmosphere

Schuster & Vincent, Music no no Positive effect

1980

Alexander, 1982 Music, relaxation no no No significant effect

Gamble et al., 1982 Music, relaxation yes yes No significant effect

Schuster & Mouzon, Music, suggestion yes yes Positive effect

1982

Stein et al., 1982 Music, imagery yes yes No significant effect

Wagner & Tilney, 1983 Music, relaxation yes yes No significant effect

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Render et al., 1984 Music, relaxation yes yes No significant effect

Zeiss, 1984 Music, relaxation, yes yes No significant effect

oral intonation

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BRIEF SUMMARY

According to literature review we mentioned before, it could be drawn a

conclusion that the goal of Desuggestopedia is building a good learning atmosphere

which is easy and with on pressure by various way and properties including music

and drama. Fostering the sense of trust between teacher and students in order to

bring up students confidence of learning, and face learning languages positively and

not afraid of making mistakes and frustrations. As Lozanov said, Learning is a matter

of attitude, not aptitude.

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III. Lesson plan

PROCEDURES OF THE LESSON

According to the literature review, we try to design a lesson plan (see Table 3).

We believe that the lesson plan has mentioned the contents and procedures of the

teaching strategy.

Table 3: Procedures of the lesson

The name of the lesson Little Star

The date of the lesson 2009.05.26 The place for the lesson A405

The object of the lesson fourth grade

The designer of the lesson Ann Chen

The purpose of the lesson Construct a relaxed atmosphere, so that make students

learning in a positive attitude.

Procedures of the lesson Contents explanation

1. Decorate the classroom. 1. Put the posters on the whiteboard.

2. Classical music CDs and a CD player are ready.

1. In the first concert, teacher would play a classical

music CD, and read the text for students in an

2. First concert

intonated tone.

2. The students could use the time to listen to the

teacher chanting, look at the text, and finally chant

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with teacher.

1. In the second concert, students do not have to

read the text; they just listen to the teacher

chanting.
3. Second concert

1. Students would not have homework. All they need

to do is if they want, they can go back home and

read texts before going to sleep and after waking

4. Before class dismissed up.

DECORATE THE CLASSROOM

In this part of the lesson plan, teachers try to decorate the classroom to become

brighter and colorful. They put posters on the whiteboard to make students notice it

and, since the posters are colorful, the colorful and bright environment will make the

learning atmosphere much happier. A happy environment is useful for learning.

Besides, there are some grammar posters on the whiteboard. This decoration is

because in De-suggestopedia, teachers do not really emphasize on grammar, they

want students learn by nature.

Grammar posters on the whiteboard makes students look at it naturally, if they

look at the whiteboard. Peripheral learning is used here. Even though students did

not focus on the posters, they still learn the knowledge through peripheral

environment.

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FIRST CONCERT

In the beginning of a class, the teacher gives students texts. In the texts, if there

are any vocabulary and grammar, the teacher would mark it with Boldface, meaning

they would be thicker than other words. And also there would have some fine arts

on the texts. These art works may provide students with some inspiration.

During this period, the teacher plays some classical music, usually some melody

in romantic time, which is much more active. The teacher would chant the texts

intonated according to the undulation of the music and students would listen to the

teacher chanting while they read the texts. The teacher would give students enough

time to read over the texts, including articles, vocabulary and grammar. At this

period of time, the sense of the learners is focus on language itself, and the music

would influence their subconsciousness. In the teaching strategy, De-suggestopedia,

teachers emphasize that learning is a happy and relaxed activity.

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SECOND CONCERT

In this part, the teacher asks students not to look at the texts. They just need to

listen to the teacher. And also the classical music changes to another type of music.

The music changes into Baroque music, which is much more tranquil. In the period

of time, students are in a relaxed but can focus on what they hear condition.

BEFORE CLASS DISMISSED

In this kind of teaching strategy, the teacher wants students learning in a relaxed

way, so students do not have homework. The teacher might mention that if students

want to, they can learn the texts before going to sleep and after waking up at home.

This is because at these two times, the physical condition is much better than other

times.

OTHERS

In this teaching strategy, it is very important that the teacher much be confident,

so that the students would believe in their teacher. If they trust their teacher, and if

they esteem the authority of the teacher, they would learn much easier and also easy

to remember information.

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IV. Comments

ADVANTAGES

LEARNING ENVIRONMENT:

To use de-suggestopedia, the classroom usually has to be vividly decorated and

filled with cheerful atmosphere; this may let the students feel relaxed about learning

and enjoy to learn. On the wall are decorated with scenes (holidays, festival), and

teacher will put some posters which show the students the grammar of their target

language, and change those posters after a period of time. This action can bring out

new sense about learning a language from the students.

THINKING HIGHLY OF STUDENTS FEELING

In de-suggestopedia how does the student feel is very important, the teacher

often uses encouraging words to further their confidence because one of the

principles of the teaching strategy is to make the students relaxed and be confident

of their capabilities of learning, and make them more easily achieve their target

language.

CAN AROUSE STUDENTS INTERESTS AND POTENTIAL TO MEMORIZE

In this strategy, there are no commands and forces in its aggressive suggestions.

Thus, students interests about learning and potential to memorize can be aroused

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under the joyful atmosphere without imperative and restriction. And then the

students can easily have the achievement at peek on learning through this strategy.

THE EMPHASIS OF INTERACTION

At the beginning of courses, teachers will interact with students aggressively. It

may be to the whole class or just one by one. This action will increase the intimate

relationship between students and teachers. Students will also be more spontaneous

on learning.

THE TREATMENTS TO STUDENTS MISTAKES

When students making mistakes, teachers will gently tell students answers

rather than scold them. By doing this, students may not afraid of learning. Besides, it

will increase their confidence and willing on learning.

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DISADVANTAGES

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.

LACK TRUST TO TEACHERS

Students respects and trusts to teachers are the most important thing to let this

teaching strategy proceed fluently. Instead, it will have opposite effects on learning.

That is, if students can not trust teachers, then they may lack a sense of safety.

When learning, students will become punctilious and can not learn spontaneously.

They will also not receive teachers suggestions easily than before. Due to these

reasons, it may make barriers for students learning and make them become

pessimistic to success.

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.

DIFFERENCES CHARACTERISTICS BETWEEN STUDENTS

De-suggestopedia may lead the students who are introvert get the lower learning

effects. In this strategy, students need to be aggressive on learning and willing to

express him or her self. By doing this, they may also receive more attention from

teachers. Thus, if the students who are too silent, then they may be ignore by

teachers.

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V. Conclusion

De-suggestopedia considers that the process of learning of human should include

the coordination of brain, which unifies consciousness and unconsciousness, also is

the unification of reason and emotion; scholars of this teaching strategy think that

the foregoing few points can not be apart from each others. During the process of

teaching, de-suggestopedia appropriately uses environment suggestion, figure

suggestion, activity suggestion and self suggestion to impetus English teaching. The

learning environment of De-suggestopedia has to be bright and cheerful, often

decorated with scenes of holidays from the country of their target language.

Furthermore, the process usually accompany with music or some games or drama to

achieve the success of learning.

As for the teachers and students under this teaching strategy, teachers usually act

as authority and security. They should be confident and trustable to their students

and afford a cheerful classroom atmosphere. On the other hand, students should be

relaxed and easily following the teachers instruction; through the activities of role

play, they can enjoy in the new identity freely, and then receive some achievements

by themselves.

De-suggestopedia has a positive effect on language learning. This teaching

approach can help students in the lower grade point average ranges more than those

with higher grade point averages. Besides, the scholars had investigated the

influence of a suggestive atmosphere and synchronized music; they found that at a

practical level, these variables when present resulted in learning 2.5 times better

than these same variables were absent. So, this teaching strategy indeed give a new

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page on English teaching, this strategy really can help students to open English

learning gate. It can broad students horizon and accomplish the tru e meaning of

effective learning.

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VI. Reference

ENGLISH LITERATURE

B. Dipamo and R. F. S. Job(1991), Australian Journal of Educational Technology 1991,

7(2), 127-143. University of Sydney

Chastain.K(1988), Developing School Language Skill: Theory and Practice, Florida:

Harcourt Brace Jovanovich

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

Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia, King Saud

University- College of Arts - English Department

W. Jane Bancroft, Suggestopedia and Language Acquisition, Gordon and Breach

Publishers

CHINESE LITERATE

Diane Larsen-Freeman,
,

(1999), , 40
2,3

(1996), , ,

, <>,

(2002), ,

INTERNET LITERATURE

, Desuggestopedia,
http://s16.ntue.edu.tw/flame/teachers/fen/courses.htm

MBA :, http://wiki.mbalib.com/wiki/%E6%9A
%97%E7%A4%BA%E6%95%99%E5%AD%A6%E6%B3%95

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