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DESUGGESTOPEDIA

GOALS OF THE TEACHER: accelerate the process of learning a language foreveryday communication. To do that the T has to make use of the source of

energy and knowledge that already exists (tap) in the ss, their mental powers:

DESUGGEST PSYCHOLOGICAL BARRIERS that learners bring with them to the

learning situation. DESUGGEST/ SUGGEST: to put an idea into someones mind

to make them think that sth is true.

By Diane Larsen-Freeman

What is Desuggestopedia?

Desuggest is the opposite of suggest. To overcome some learning problem this method

puts importance on desuggesting limitations on learning.

The originator of the Desuggestopedia is a Bulgarian psychiatrist and educator. Georgi

Lozanov

The meaning of desuggestopedia: suggest => desuggest = This method puts importanceon desuggesting limitations on learning.

We do not use the full mental powers we have; to use our reserved capacity, if we have

some limitations we have need to be desuggested.

The goal of the teachers:

To help students eliminate and overcome the barriers to learning Increase the communicative ability of the students

Classroom set-up: ArmchairEverything is bright and colorful

The teacher speaks confidently;

Various activities involving the dialog: question-and-answer, repetition,translation..;

Integrate indirect and direst positive suggestions gives the students the impression that learning is easy and enjoyable.

Peripheral learning

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This technique is based upon the idea that we perceive much more in our environment

than that to which we consciously attend.

Fine arts (musicpaintings)

One of the ways the students mental reserves are stimulatedChoosing a new identity

It gives to the students the feeling of security and allows them to learn easily.Active concert

The teacher introduces a story related to the dialog and calls the studentsattention to some particular grammatical points that

The teacher reads the dialog in the target language with music. The teacher begins a slow, dramatic reading, synchronized, after she/he the

teachers voice rises and falls with the music.

Passive concert

The students just listen as the teacher reads the dialog with musicalaccompaniment and a normal speed

Primary activation

The students playfully reread the target language dialog out loud, as individualsor in groups. Students are asked to read the dialog in particular manner: sadly,

angrily, and cheerfully.

Creative adaptation

The students engage in various activities designed to help them learn the newmaterial and use it spontaneously. Activities particularly recommended for this

phase include singing, dancing, dramatizations, and games.

To accelerate the process of learning a foreign language for everydaycommunication

To desuggest learners psychological barriers To activate learners paraconscious part of the mind The role of the teacher The teacher is the authority in classroom The students must trust and respect her/him

The role of students?

The students must follow the teachers instruction enjoying in the new identity freely

Characteristics of the teaching/learning process

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Classroom atmospheredecoration&posters A new name and occupationanxiety Handoutfor advanced students No test, no assignment Conversation with translation Games,songs,role play

Interaction: student-teacher/ student

The teacher must initiates interactions to a group of students and to a group ofstudents

The students can respond with nonverbal actions or with a fewHow the language is viewed and how the culture is viewed

Language is the first of two planes in the two-plane process of communication. The linguistic message is influenced by nonverbal factors The use of the fine arts is also important in Desuggestopedia classes.

Areas and skill of language that are emphasized

Vocabulary Grammar is dealt but not much Speaking communicatively

The role of the students native language.

To use the native language to make the dialog clear. Little by little the teacher uses the native language less and less. Evaluation is accomplished usually is conducted on students normal in-class

performance, not through tests.

The errors of the students are corrected gently, with the teacher using a softvoice.

Advantage

Learning Environment

Can arouse students interests and Potential to memorize The emphasis of interaction The treatments to students mistakes

Disadvantage

Lack of flexibility Lack trust to teachers Over-emphasized of language use Absence of tests Differences characteristics between students

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Learning is a matter of attitude, not aptitude.

ROLE OF TEACHER: authority in the classroom: ss have to respect and trust theT so that it helps ss to accept and retain information

VOCABULARY: is emphasized GRAMMAR: explicit but at minimum (grammar & vocabulary are explained but

you do not think or talk a lot about them.

EVALUATION: in class performance, not through final test PHERIPHERAL LEARNING (SUBCONCIOUS): we perceive much more in our

environment than we consciously perceive. Thats why learning is facilitated in

a cheerful environment ASSUMING NEW IDENTITIES: promote ss feelings of security & let them be

more open, less inhibited.

USE OF MUSIC & SONGS: to free the speech muscles, evoking positiveemotions

THERES NO LIMIT TO WHAT YOU CAN DO! (MESSAGE) THE USE OF FINE ART: provides positive suggestions MUSIC: accompanies T reading dialogues, matching ts voice (same rhythm 6

intonation)

COMMUNICATION OCCURS ON 2 PLANES: THE LINGUISTIC MESSAGE ISENCODED, CONCIOUS, AND PARALINGUISTIC OR NON LINGUISTIC FACTORS,

SUBCONCIOUS , LIKE MUSIC, WHICH SENDS THE MESSAGE THAT LEARNING IS

EASY AND PLEASANT, EHICH CONTRIBUTE TO ENHANCE LEARNING

STAY CALM: helps ss to overcome psychological barriers & take advance oftheir learning potential

DRAMATIZATION: is a playfully way- learning can be fun- & fantasy; thesereduce barriers to learning

MUSIC & MOVEMENT: reinforce linguistic material

A STATE OF INFANTILIZATION: to open to learn ERROE CORRECTION: is dealt in a gentle way, theres no direct confrontation TRANSLATION INTO L1: to make meaning clear