The originator of the method, Georgi Lozanov.

He believes that language learning can occur at a much faster rate than ordinarily transpires. Suggestopedia is now called as Desuggestopedia to reflect the importance placed on desuggesting limitations on learning.

Desuggestopedia- the application of the suggestion to pedagogy, has been developed to help students eliminating the feeling that they cannot be successful or the negative association they may have towards studying; thus, helps them to overcome the barriers of learning.

Learning is facilitated in a cheerful environment. Peripheral learning- students perceive more from the environment. Teacher speaks confidently- if they trust and respect the teachers authority, they will accept and retain information better. The dialog that the students learn contains language they can use immediately.

Songs are useful for freeing the speech muscle and evoking positive emotions. The teacher should integrate indirect positive suggestions into the learning situation. The teacher should present and explain the grammar and vocabulary, but not dwell on them. Fine art provides positive suggestions for students. Dramatization is a particularly valuable way of playfully activating the material. Errors are corrected gently, not in a direct, confrontational manner.

Stage 1: First Concert (Active concert)

Stage 2: Second concert (Passive concert)

Stage 3: Practice

It is an introductory stage which teacher will introduce a story to the students. The story must be read in the target language. Each student will have the copies of the story. Music will be played and teacher begins a slow, dramatic reading, synchronized in intonation with the music.

In the second phase, students will put their copies of the story aside. Students will simply listen to what teacher is read.

The use of a range of role-plays, games, puzzles; to review and consolidate the learning.

The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect their teacher. Students will retain information better from their facilitator whom they confidence with. Once the students trust the teacher, they can feel more secure. If they feel secure, they can be more spontaneous and less inhibited.

Larsen-Freeman, D. (2000). United Kingdom: Oxford University Press http://www.eric.ed.gov http://novaekasari09.wordpress.com/201 1/06/12/a-teaching-methodsuggestopedia/