Group 4 Report of Desuggestopedia

Report of De-Suggestopedia
Report of De-
Suggestopedia
9434019
109614008
109614022
109614018
109614004
0
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
1
Learning Environment:.................................................................21
Thinking highly of students feeling..............................................21
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
2
WORK LOAD
Introduction 109614008
Literature Review 9434019
Lesson Plan 109614022
Comments 109614018
Conclusion 109614004
Reference 9434019
Written Form Edit 9434019
3
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.
4
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 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
5
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.
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.
6
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 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 arts-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

7
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.
8
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.
9
2. In order for the method to be successful, the students must trust
and respect the teacher.
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.
10
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:
11
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 (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 Control Random Results
independent group allocation
variables
Biggers & Stricherz, Relaxation yes yes Negative effect
1976
Martin & Schuster, Relaxation and yes yes No significant
1977 tension induction 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, Relaxation, music, yes yes No significant effect
1983 "mind-calming"
12
Render, Hall & Moon, Relaxation, music yes yes No significant effect
1984
Zeiss, 1984 Relaxation, music yes yes Limited support
oral intonation
MUSIC
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, yes yes Positive effect
1976 suggestion
13
positive atmosphere
Schuster & Music no no Positive effect
Vincent, 1980
Alexander, 1982 Music, relaxation no no No significant
effect
Gamble et al., Music, relaxation yes yes No significant
1982 effect
Schuster & Music, suggestion yes yes Positive effect
Mouzon, 1982
Stein et al., 1982 Music, imagery yes yes No significant
effect
Wagner & Tilney, Music, relaxation yes yes No significant
1983 effect
Render et al., 1984 Music, relaxation yes yes No significant
effect
Zeiss, 1984 Music, relaxation, yes yes No significant
oral intonation effect
14
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.
15
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 Ann Chen
lesson
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

2. First concert
16
classical music CD, and read the text for
students in an intonated tone.
2. The students could use the time to listen
to the teacher chanting, look at the text,
and finally chant with teacher.
1. In the second concert, students do not
3. Second concert
have to read the text; they just listen to
the teacher chanting.
1. Students would not have homework. All
they need to do is if they want, they can

4. Before class dismissed
go back home and read texts before
going to sleep and after waking 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,
17
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.
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
18
subconsciousness. In the teaching strategy, De-suggestopedia,
teachers emphasize that learning is a happy and relaxed activity.
19
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
20
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.
21
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.
22
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 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.
23
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

24
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)
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.
25
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
26
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 page on English teaching, this strategy
really can help students to open English learning gate. It can broad
students horizon and accomplish the true meaning of effective
learning.
27
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/
28
%E6%9A%97%E7%A4%BA%E6%95%99%E5%AD%A6%E6%B3%95
29

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Report of De-Suggestopedia

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

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

Literature Review 9434019

Lesson Plan 109614022

Written Form Edit 9434019

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 is the originator of Desuggestopedia. He is a

Bulgarian psychiatrist and educator.

Learners set up psychological barriers to learning and thus

that they will be unable to perform or be limited in their ability to

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

FOUR STAGES OF DE-SUGGESTOPEDIA

Suggestopedia adopts a carefully structured approach, using

four main stages as follows:

A preparatory stage in which students are helped to relax and

learning is going to be easy and fun.

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

background. The music is specially selected to bring the students

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

The teacher should present and explain the grammar and

vocabulary, but not dwell on them. Meaning is made clear with

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 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.