THE SUMMARY OF SUGGESTOPEDIA

Taken from:
Lozanov, G. (1978). Suggestology and outlines of Suggestopedy. Gordon and Breach.

The principles of suggestopedy are:

1) “joy, absence of tension and concentrative psychorelaxation”,
2) “unity of the conscious and the paraconscious and the integral brain activity”,
and
3) “the suggestive link on the level of the reserve complex.”

The suggestopedic means, like the suggestopedic principles, should not be applied
independently. For example, when children come into contact with only the means of
didactic art, they cannot make use of the knowledge acquired in the performance of the
little plays if, at the same time, the other two groups of means have not been applied in
the process of instruction. If, on the other hand, only didactic means are used, the
material is not assimilated and fatigue appears among the children.

The artistic means of suggestopedy introduce a special kind of liberating—stimulating

didactic art (music, literature, acting, etc.) into the process of teaching and learning. The
artistic means are used not only to create a pleasant atmosphere during the process of
receiving, memorizing and understanding the basic information given in the lesson, but
also to enhance the emotional impetus, the suggestive setup, attitude, motivation,
expectancies. By means of the art, adapted or specially created for suggestopedic
instruction, part of the material is immediately assimilated. For example, when children
come into contact with only the means of didactic art, they cannot make use of the
knowledge acquired in the performance of the little plays if, at the same time, the other
two groups of means have not been applied in the process of instruction. If, on the other
hand, only didactic means are used, the material is not assimilated and fatigue appears
among the children.

PRINCIPLE PHASES OF SUGGESTOPEDIA IN FOREIGN LANGUAGE TEACHING

There are three principal phases of the suggestopedic lesson in a foreign language:
1) the pre-session phase,
2) the session phase,
3) the post-session phase.

The Pre-Session Phase

The pre-session phase takes two academic hours (90 minutes). In this phase the
students are made familiar with the most important new material for the first time. The
organizing of this “first encounter” with the material is of particular importance in
creating a positive setup of reserve capacities. A great part of the material is memorized
during this phase; anticipation of the next phase, the session phase arouses pleasant
emotions in the students. The teacher explains the new material and deciphers the
thematic dialogue. In
doing this, he must suggest through his behavior that the assimilation of the new
material has already begun and all is pleasant and easy. Already during the deciphering,
which is a stage in the giving of the primary information, the following stages should be
noted: fixation, reproduction and new creative production. Thus, the setup is not
created for fixed memorization of the global units of the respective language without
the possibility of creatively processing them and breaking them in for use. Some of the
students can repeat some of the new passages, others can use them in new variants,
while others again can link them up with the material already learned.

The Session Phase

The next phase comprises the session itself. It lasts for one academic hour (45 minutes)
and with it, the day’s lessons come to an end. At the beginning of the session, all
conversation stops for a minute or two, and the teacher listens to the music coming
from a tape-recorder. He waits and listens to several passages in order to enter into the
mood of the music and then begins to read or recite the new text, his voice modulated in
harmony with the musical phrases. The students follow the text in their textbooks
where each lesson is translated into the mother tongue. Between the first and second
part of the concert, there are several minutes of solemn silence. In some cases, even
longer pauses can be given to permit the students to stir a little. Before the beginning of
the second part of the concert, there are again several minutes of silence and some
phrases of the music
are heard before the teacher begins to read the text. Now the students close their
textbooks and listen to the teacher’s reading. At the end, the students silently leave the
room. They are not told to do any homework on the lesson they have just had except for
reading it cursorily once before going to bed, and again before getting up in the
morning.

The Post-Session Phase

The post-session phase comprises various elaborations of the material to activate its
assimilation. The primary elaboration, secondary elaboration, generalization of the
material and the final etudes make up this phase.

The primary elaboration takes place the day after the session. It ensures the
reproduction of the material given in the session. It comprises imitation of the text,
questions and answers, reading, etc. It is of special importance that the teacher should
give each student the possibility of taking part in what he knows the best. The students
must be stimulated without being given a false impression that they know more than
they really do. The students must be made to feel that the material will gradually
emerge in their mind and that they will be able to reproduce above 90 percent of it.
Already, in this phase, they may, depending on the level of the group, make a transition
to the stage of creative transformation of the new material and of its use in practice.
This must be done carefully and as spontaneously as possible, in order that those
students who still cannot cope with the new material do not lose their self-confidence
and become depressed.

The secondary elaboration takes place in the first periods of the second day, after the
session. In this elaboration the material is activated, without any forcing on the part of
the teacher, to such an extent that it is possible to make new combinations with it and
new creative productions. The students listen to new emotionally saturated musical
compositions on the tape-recorders. An extra text, a monologue, is read. The students
engage in conversation on, given themes, and are given small roles to play. The playing
of these little scenes should take place, however, only when the students themselves
agree to take the roles. The teaching and learning thus acquires sense and meaning. In
the general emotional stir caused by the play-acting, the language side of the lesson is
forgotten and the students use the phrases heard in the session without searching their
minds for them or analysing them. After they have used the phrases, the teacher can
draw attention to them for a second or two, if some mistakes are repeated. Mistakes
made in conversation should not be corrected immediately, but a situation should be
created in which the same words or phrases or similar ones are used by other students
or by the teachers themselves. Not only in this phase, but during the whole course the
students should never be made to feel embarrassed by the mistakes they make. That is
why the correction of mistakes is considered one of the most important things in the art
of giving suggestopedic instruction.

The generalization of the material takes place twice during the whole course. It is
mainly grammatical, but the grammar is included in new texts with interesting plots. In
the middle of the course the students might have a particular kind of practical
experience in speaking the language they are learning in real hotels, restaurants, the
street and in other places. This is intended to encourage them by showing that they can
cope in the foreign language in real-life situations.

The last day of the course is dedicated to a performance in which every student is
included—the level to which he has learned the material given in the course and his
own wishes being taken into consideration. The students themselves think up an
interesting play in which most of the themes they have studied are included. Their
acting enhances their self-confidence in speaking the foreign language. They can invite
spectators to form an audience. The roles and the plot of the play are planned, but the
conversation between
the characters in the foreign language is done ex tempore, since they use the whole
vocabulary learned in the course with the oral automatism and the mastery of the
grammar acquired in the course.

The pre-session phase, the session phase and the post-session phase stand out in the
basic high relief picture of the suggestopedic foreign language course. The picture is,
however, enriched by a number of supplementary factors which give breadth to the
high relief, and which strengthen the associating sense of ritualization and the placebo
factors.

PRACTICAL IMPLEMENTATION

Pre-session phase
During the pre-session phase in Suggestopedia, both students and teachers engage in
specific activities to prepare for the upcoming lesson. Here are the activities for
students and teachers during the pre-session phase:

Students' Activities:
1. Students are introduced to important new material for the first time.
2. They familiarize themselves with the new material and thematic dialogue.
3. A significant portion of the material is memorized during this phase.
4. Students anticipate the next phase, the session phase, which arouses pleasant
emotions in them.

Teacher's Activities:
1. The teacher explains the new material to the students.
2. The teacher deciphers the thematic dialogue for the students.
3. The teacher creates a positive setup of reserve capacities for the students.
4. The teacher ensures that the organizing of the "first encounter" with the material
is of particular importance to create a positive atmosphere for learning.

In summary, during the pre-session phase in Suggestopedia, students are introduced to

new material, memorize key information, and anticipate the upcoming session phase,
while the teacher explains the material, deciphers the thematic dialogue, and creates a
positive and relaxed atmosphere to facilitate learning and emotional engagement.

Session phase
During the session phase in Suggestopedia, both students and teachers engage in
specific activities to facilitate learning and create a conducive environment for language
acquisition. Here are the activities for students and teachers during the session phase:

Students' Activities:
1. Listen to emotionally saturated musical compositions on tape-recorders to set
the mood and enhance receptivity.
2. Engage in conversations on given themes related to the lesson topic.
3. Participate in role-playing activities where they take on small roles in scenarios
related to the lesson content.
 4. Agree to take on roles in the role-playing activities voluntarily, fostering a sense
of autonomy and engagement.

Teacher's Activities:
1. Listen to music from a tape-recorder to enter into the mood of the lesson and
create a harmonious atmosphere.
2. Read or recite the new text with a voice modulated in harmony with the musical
phrases, enhancing the emotional impact of the content.
3. Guide students through the lesson content, providing support and
encouragement during conversations and role-playing activities.
4. Create opportunities for students to engage in spontaneous conversation and use
the language learned in a practical context.

In summary, during the session phase in Suggestopedia, students listen to music, engage
in conversations, participate in role-playing activities, and immerse themselves in the
lesson content, while the teacher sets the mood, reads the text with musical
accompaniment, and facilitates interactive language practice to enhance learning and
retention.

Post-session phase
During the post-session phase in Suggestopedia, both students and teachers engage in
specific activities to reinforce learning, activate assimilation of the material, and
encourage creative production. Here are the activities for students and teachers during
the post-session phase:

Students' Activities:
1. Primary Elaboration:
 Students engage in activities that involve reproducing the material covered in
the session, such as imitation of the text, questions and answers, and reading.
 They are encouraged to participate in activities that allow them to
demonstrate their understanding and retention of the lesson content.
2. Secondary Elaboration:
 Students participate in activities that activate the material without external
pressure, allowing for new combinations and creative productions.
 They listen to new emotionally saturated musical compositions, read extra
texts, engage in conversations, and take on small roles in scenarios.
3. Generalization of the Material:
 Students engage in activities that focus on the grammatical aspects of the
language, incorporating grammar into new texts with interesting plots.
 They have opportunities to apply the language in practical contexts, such as
speaking in real-life situations like hotels, restaurants, and the street.
4. Final Etudes:
  Students prepare for a performance where each student is included,
showcasing their level of learning and incorporating themes studied in the
course.
 They participate in an interesting play where they use the vocabulary and
grammar learned in the course, enhancing their self-confidence in speaking
the foreign language.

Teacher's Activities:
1. Facilitating Primary Elaboration:
 The teacher ensures that students have the opportunity to reproduce and
demonstrate their understanding of the material covered in the session.
 Each student is encouraged to participate in activities that align with their
level of knowledge and understanding.
2. Guiding Secondary Elaboration:
 The teacher creates a supportive environment for students to engage in
activities that activate the material and encourage creative production.
 By providing opportunities for new combinations and creative expressions,
the teacher fosters a sense of autonomy and self-confidence in the students.
3. Supporting Generalization of the Material:
 The teacher incorporates grammatical aspects into new texts with interesting
plots, allowing students to practice using the language in context.
 Practical experiences in speaking the language in real-life situations are
facilitated to demonstrate the applicability of the language learned.
4. Preparing for Final Etudes:
 The teacher guides students in preparing for the final performance, where
each student is included based on their level of learning and individual
preferences.
 The teacher supports students in planning the roles and plot of the play,
encouraging spontaneous conversation in the foreign language to showcase
their mastery of the material.

In summary, during the post-session phase in Suggestopedia, students engage in

activities that reinforce learning, activate assimilation of the material, and encourage
creative production, while the teacher facilitates these activities to support students'
language development and self-confidence.

Teaching speaking: telling past experiences

Pre-session phase
In the context of teaching speaking with the topic "telling past experiences" during the
pre-session phase of Suggestopedia, the activities can be tailored to enhance students'
ability to share personal stories effectively. Here's how the activities of the pre-session
phase can be related to teaching speaking with the topic "telling past experiences":
1. Introduction to New Material:
 Students are introduced to vocabulary related to past experiences, such as
past tense verbs, time expressions, and descriptive language.
 The teacher presents key phrases and expressions that students can use to
narrate their past experiences effectively.
2. Familiarization with New Material:
 Students engage in activities where they practice using the new vocabulary in
context, such as completing sentences about past events or describing
pictures depicting different experiences.
 Pair or group discussions can be facilitated where students share brief
anecdotes from their past to practice using the target language.
3. Memorization and Anticipation:
 Students work on memorizing key phrases and structures related to telling
past experiences, preparing to use them fluently during the upcoming session
phase.
 The teacher encourages students to anticipate the upcoming speaking
activities by generating ideas for sharing their own past experiences in the
target language.
4. Creating a Positive Atmosphere:
 The teacher sets a positive and relaxed atmosphere by incorporating
elements of storytelling, humor, and personal anecdotes related to past
experiences.
 Students are encouraged to share lighthearted and engaging stories from
their past to create a supportive and enjoyable learning environment.

By aligning the activities of the pre-session phase with the teaching of speaking skills
focused on "telling past experiences," students can build confidence in expressing
themselves, practice using relevant vocabulary and structures, and develop their
storytelling abilities in the target language. The pre-session phase sets the stage for a
successful and emotionally engaging learning experience during the subsequent session
phase.

Session phase
In the context of teaching speaking with the topic "telling past experiences" during the
session phase of Suggestopedia, the activities can be structured to encourage students
to share and discuss their personal stories effectively. Here's how the activities of the
session phase can be related to teaching speaking with the topic "telling past
experiences":
1. Listening to Emotionally Saturated Music:
  Playing emotionally engaging music related to past experiences can evoke
memories and emotions, setting a reflective and introspective mood for
students to recall and share their own stories.
 The music can create a supportive atmosphere that enhances students'
receptivity and emotional connection to the topic of past experiences.
2. Engaging in Conversations on Given Themes:
 Students can engage in structured conversations about specific themes
related to past experiences, such as memorable events, challenges overcome,
or significant milestones.
 The teacher can guide discussions by providing prompts and encouraging
students to share their stories, fostering communication skills and fluency in
narrating past events.
3. Participating in Role-Playing Activities:
 Students can take on roles in role-playing scenarios that involve recounting
past experiences, allowing them to practice storytelling in a dynamic and
interactive way.
 Role-playing activities provide opportunities for students to use language
creatively, express emotions, and engage in spontaneous dialogue related to
their past experiences.
4. Using Language in Practical Contexts:
 The teacher can facilitate role-plays set in real-life situations where students
recount past experiences, such as sharing travel stories, describing childhood
memories, or narrating personal achievements.
 By incorporating practical contexts into role-playing activities, students can
apply language skills authentically and develop their ability to communicate
effectively about past experiences.

By aligning the activities of the session phase with the teaching of speaking skills
focused on "telling past experiences," students can enhance their storytelling abilities,
emotional engagement, and conversational fluency in sharing personal narratives. The
session phase provides a dynamic and immersive learning environment where students
can practice speaking about past experiences in a supportive and interactive setting.

Post-session phase
In the context of teaching speaking with the topic "telling past experiences" during the
post-session phase of Suggestopedia, the activities can be tailored to help students
effectively share and reflect on their personal stories. Here's how the activities of the
post-session phase can be related to teaching speaking with the topic "telling past
experiences":
1. Primary Elaboration:
 Students engage in activities that involve reproducing and imitating past
experiences through storytelling, questions, and answers related to personal
narratives.
  By practicing the recounting of past events, students enhance their ability to
articulate and share their experiences fluently and coherently.
2. Secondary Elaboration:
 Students participate in activities that encourage creative production and new
combinations of language elements to enrich their storytelling about past
experiences.
 Through listening to emotionally engaging music, reading extra texts, and
engaging in conversations, students can enhance the emotional depth and
vividness of their narratives.
3. Generalization of the Material:
 Students focus on the grammatical aspects of recounting past experiences,
incorporating grammar into their narratives to convey details and nuances
effectively.
 Practical experiences in speaking about past events in real-life scenarios,
such as reenacting significant moments in hotels or restaurants, provide
opportunities for students to apply language skills authentically.
4. Final Etudes:
 Students prepare for a performance where they share their past experiences
through an interesting play that integrates themes studied in the course.
 By engaging in role-playing and spontaneous conversations in the foreign
language, students demonstrate their mastery of storytelling about past
experiences with confidence and creativity.

By aligning the activities of the post-session phase with the teaching of speaking skills
focused on "telling past experiences," students can consolidate their storytelling
abilities, apply grammar in narrative contexts, and showcase their language proficiency
through creative performances. The post-session phase offers a platform for students to
reflect on and share their personal narratives in a supportive and engaging
environment, fostering language fluency and self-expression.

Teaching speaking: describing places

Pre-session phase
In the context of teaching speaking with the topic "describing places" during the pre-
session phase of Suggestopedia, the activities can be structured to help students
effectively learn vocabulary related to locations and practice describing different places.
Here's how the activities of the pre-session phase can be related to teaching speaking
with the topic "describing places":
1. Introduction of New Material:
 During the pre-session phase, students are introduced to new vocabulary
related to various places such as cities, landmarks, and natural settings.
 The teacher explains and deciphers the thematic dialogue about different
locations, providing students with the necessary language tools to describe
places accurately.
2. Memorization and Anticipation:
 Students engage in activities that involve memorizing and familiarizing
themselves with vocabulary used in describing places.
 Anticipation of the upcoming session phase creates a positive emotional
setup and motivates students to practice speaking about different locations
with enthusiasm.

3. Creating a Positive Setup:

 The organization of the "first encounter" with vocabulary related to
describing places is crucial in building students' confidence and reserve
capacities for speaking.
 By creating a pleasant atmosphere and using artistic means to enhance the
learning experience, students are more likely to feel motivated and engaged
in describing various places effectively.
4. Enhancing Vocabulary Acquisition:
 Through the use of didactic art, music, and literature adapted for teaching,
students not only learn vocabulary but also develop the ability to vividly
describe places with emotional impetus.
 The integration of artistic means in the pre-session phase helps students
assimilate vocabulary in a way that facilitates their speaking skills when
describing different locations.

By aligning the activities of the pre-session phase with the teaching of speaking skills
focused on "describing places," students can build a strong foundation in vocabulary
acquisition and practice articulating descriptions of various locations. The pre-session
phase sets the stage for engaging and effective language learning, preparing students to
confidently speak about different places with clarity and detail during the subsequent
session phase.

Session phase
In the context of teaching speaking with the topic "describing places" during the session
phase of Suggestopedia, the activities can be structured to provide students with
opportunities to actively practice and enhance their speaking skills related to describing
different locations. Here's how the activities of the session phase can be related to
teaching speaking with the topic "describing places":
1. Engaging in Conversation and Role-Playing:
 During the session phase, students participate in conversations and role-
playing activities centered around describing various places.
  By engaging in dialogues where they describe cities, landmarks, or natural
settings, students practice articulating detailed descriptions and expressing
their thoughts about different locations.
2. Using Language in Context:
 Students immerse themselves in the language by using vocabulary related to
describing places in practical contexts within the session activities.
 Through interactive exercises and scenarios, students apply their knowledge
of descriptive language to communicate effectively about different places
with their peers and the teacher.

3. Encouraging Spontaneous Speaking:

 The session phase creates a supportive environment where students feel
comfortable using the language spontaneously to describe places without
overthinking or analyzing their speech.
 By incorporating language practice into engaging activities like play-acting or
conversational exercises, students develop fluency and confidence in
expressing descriptions of various locations.
4. Providing Corrective Feedback:
 Mistakes made during conversations about describing places are not
immediately corrected but are addressed in a supportive manner to maintain
students' confidence.
 Teachers create opportunities for students to self-correct or receive feedback
from peers, fostering a positive learning environment where errors are seen
as part of the language acquisition process.

By aligning the activities of the session phase with the teaching of speaking skills
focused on "describing places," students can actively practice and refine their ability to
articulate detailed descriptions of different locations. The session phase offers a
dynamic and interactive platform for students to engage in meaningful language use,
leading to improved fluency and proficiency in speaking about various places with
clarity and spontaneity.

Post-session phase
In the context of teaching speaking with the topic "describing places" during the post-
session phase of Suggestopedia, the activities can be tailored to help students
consolidate their speaking skills related to providing detailed descriptions of different
locations. Here's how the activities of the post-session phase can be related to teaching
speaking with the topic "describing places":
1. Primary Elaboration:
 Students engage in activities that involve reproducing and imitating
descriptions of places shared during the session phase.
  Through activities like imitation of descriptive texts, questions and answers
about locations, and reading passages related to different places, students
reinforce their ability to articulate detailed descriptions effectively.
2. Secondary Elaboration:
 Students participate in activities that encourage creative production and the
application of language elements in describing places with depth and
vividness.
 By listening to emotionally engaging music, reading additional texts about
various locations, and engaging in conversations focused on describing
places, students enhance their expressive language skills related to different
settings.

3. Generalization of the Material:

 Students focus on the grammatical structures and vocabulary used in
describing places, incorporating language elements into narratives about
different locations.
 Practical experiences in speaking about places in real-life scenarios, such as
simulating conversations in hotels or restaurants, provide opportunities for
students to apply their descriptive language skills authentically.
4. Final Etudes:
 Students prepare for a performance where they showcase their ability to
describe places through an engaging play that integrates themes related to
different locations.
 By participating in role-playing activities and spontaneous conversations
about various places, students demonstrate their proficiency in speaking
about locations with confidence and creativity.

By aligning the activities of the post-session phase with the teaching of speaking skills
focused on "describing places," students can reinforce their descriptive language
abilities, apply grammar in context, and showcase their proficiency in articulating
detailed descriptions of different locations. The post-session phase offers a platform for
students to reflect on and share their narratives about places in a supportive and
engaging manner, fostering language fluency and expressive communication.

MEANS OF SUGGESTOPEDIA IN FOREIGN LANGUAGE LEARNING

Suggestopedia employs various means and techniques to facilitate foreign language

learning in an effective and engaging manner. Here are some of the key means used in
Suggestopedia:
1. Positive Learning Environment: Suggestopedia emphasizes creating a positive
and relaxed learning environment. This includes using comfortable seating
 arrangements, appropriate lighting, soothing background music (such as
Baroque music), and aesthetically pleasing visuals. The goal is to reduce stress
and anxiety, promote a sense of well-being, and enhance learners' receptivity to
new information.
2. Music and Rhythmic Activities: Music plays a significant role in Suggestopedia.
Baroque music, known for its calming and stimulating effects, is often used
during learning sessions to create a harmonious atmosphere. Rhythmic
activities, chants, and songs are integrated into lessons to enhance memory
retention, improve pronunciation, and facilitate language acquisition.
3. Role-Playing and Dramatization: Role-playing activities are commonly used in
Suggestopedia to encourage active participation and authentic language use.
Learners engage in role-plays based on real-life situations, dialogues, and
scenarios relevant to their language learning goals. This helps learners practice
language skills in context, develop communication strategies, and build
confidence in using the target language.
4. Desuggestive Techniques: Suggestopedia employs desuggestive techniques to
remove mental barriers and negative beliefs that may hinder learning. These
techniques include using positive affirmations, providing supportive feedback,
and creating an atmosphere of confidence and belief in learners' language
abilities. By fostering a positive mindset, learners are more open to new learning
experiences and less inhibited in their language use.
5. Visualization and Mental Imagery: Visualization techniques are used to
enhance learning outcomes in Suggestopedia. Learners are encouraged to
visualize themselves using the target language fluently and confidently in
different contexts. This helps create strong mental associations, improves recall,
and reinforces language retention. Visual aids such as pictures, videos, and mind
maps are also utilized to support learning and comprehension.
6. Multisensory Learning: Suggestopedia incorporates multisensory learning
experiences to engage different senses such as sight, hearing, and touch. This can
include interactive activities, games, and hands-on tasks that stimulate learners'
cognitive and sensory faculties. By engaging multiple senses, learners experience
a more immersive and memorable learning process.
7. Integration of Content and Context: Suggestopedia emphasizes the integration
of language content with meaningful contexts and real-life experiences. Lessons
are designed to be rich in content, relevant to learners' interests and needs, and
applicable to practical situations. This helps learners connect language learning
to their daily lives, making the learning experience more engaging and
purposeful.

By utilizing these means and techniques, Suggestopedia aims to create an effective,

enjoyable, and holistic learning experience that promotes language acquisition,
confidence, creativity, and motivation among learners of foreign languages.
THE DIFFERENCES OF THE TRADITIONAL ROLE-PLAY TECHNIQUE AND THE
SUGGESTOPEDIA-BASED ROLE-PLAY TECHNIQUE

The traditional role-play technique and the Suggestopedia-based role-play technique

differ in several key aspects related to their approach, purpose, and methodology in
language learning. Here are some of the main differences between the two:
1. Purpose and Focus:
 Traditional Role-Play: In traditional role-plays, the primary focus is often
on practicing specific language structures, vocabulary, or communication
skills in a controlled setting. The emphasis is on linguistic accuracy and
skill development.
 Suggestopedia-Based Role-Play: Suggestopedia-based role-plays are more
holistic and experiential. The focus extends beyond linguistic accuracy to
include building confidence, fostering creativity, and promoting
subconscious learning through immersive and engaging experiences.
2. Learning Environment:
 Traditional Role-Play: Traditional role-plays may occur in a standard
classroom environment with minimal attention to factors like relaxation,
music, or visualization techniques. The focus is on task completion and
language practice.
 Suggestopedia-Based Role-Play: Suggestopedia-based role-plays are
conducted in a carefully designed learning environment that promotes
relaxation, positive emotions, and a sense of safety. Elements such as
soothing music, comfortable seating, and supportive language create an
atmosphere conducive to effective learning and enhanced performance.
3. Psychological Aspects:
 Traditional Role-Play: While traditional role-plays may incorporate some
elements of motivation and engagement, they typically do not delve
deeply into the psychological aspects of learning, such as suggestion,
visualization, or subconscious processing.
 Suggestopedia-Based Role-Play: Suggestopedia-based role-plays leverage
psychological principles such as suggestion, visualization, and
desuggestive techniques to enhance learning outcomes. Positive
suggestions, mental imagery, and relaxation techniques are used to boost
learners' confidence, reduce anxiety, and optimize their receptivity to
new language experiences.
4. Integration of Conscious and Subconscious Learning:
 Traditional Role-Play: Traditional role-plays primarily engage learners'
conscious learning processes, focusing on cognitive understanding and
linguistic skills.
 Suggestopedia-Based Role-Play: Suggestopedia-based role-plays aim to
integrate both conscious and subconscious learning processes. Through
immersive experiences, emotional engagement, and creative expression,
 learners access deeper levels of understanding and language acquisition
beyond mere linguistic competence.
5. Feedback and Evaluation:
 Traditional Role-Play: Feedback in traditional role-plays often focuses on
linguistic accuracy, pronunciation, fluency, and task completion.
 Suggestopedia-Based Role-Play: In Suggestopedia-based role-plays,
feedback encompasses not only linguistic aspects but also emotional and
psychological factors. Positive reinforcement, encouragement, and
reflective discussions are used to support learners' holistic development
and motivation.

Overall, while traditional role-plays serve as valuable tools for language practice and
skill development, Suggestopedia-based role-plays offer a more comprehensive and
psychologically informed approach that integrates various elements to promote deep
learning, confidence-building, and a positive learning experience.

THE PROCEDURES OF THE TRADITIONAL ROLE-PLAY TECHNIQUE AND THE

SUGGESTOPEDIA-BASED ROLE-PLAY TECHNIQUE, WHICH REFLECT THE
DIFFERENCES

Here are the procedures of the traditional role-play technique and the Suggestopedia-
based role-play technique, highlighting the differences between the two:

Traditional Role-Play Technique:

1. Preparation:
a. Select a specific language topic or communication scenario for the role-play.
b. Assign roles to participants or let them choose roles based on the scenario.
c. Provide necessary vocabulary, phrases, and instructions to guide the role-
play.
2. Practice and Rehearsal:
a. Allow participants time to practice their roles and dialogue.
b. Encourage participants to focus on linguistic accuracy, fluency,
pronunciation, and appropriate use of language structures.
c. Monitor practice sessions and provide feedback on language usage and
performance.
3. Role-Play Execution:
a. Conduct the role-play activity with participants taking on their assigned
roles.
b. Encourage interaction, improvisation, and problem-solving within the
context of the scenario.
c. Observe participants' communication skills, language use, and ability to
maintain the role-play flow.
4. Feedback and Discussion:
 a. Provide feedback after the role-play, focusing on language accuracy, fluency,
pronunciation, and adherence to the scenario.
b. Encourage participants to discuss challenges faced, successful strategies
used, and areas for improvement.
c. Use feedback as a learning opportunity to reinforce language skills and
encourage reflective thinking.

Suggestopedia-Based Role-Play Technique:

1. Preparation and Relaxation:
a. Create a relaxed and positive learning environment with comfortable seating,
soothing music, and appropriate lighting.
b. Introduce the role-play scenario or theme within the context of a larger,
immersive experience (e.g., a simulated travel scenario).
c. Use desuggestive techniques such as positive suggestions and visualization to
reduce anxiety and build confidence.
2. Role-Play Immersion:
a. Engage participants in an immersive role-play experience that integrates
language learning with emotional and sensory elements.
b. Encourage participants to embody their roles fully, including gestures,
expressions, and emotions related to the scenario.
c. Incorporate multisensory elements like props, visuals, or background sounds
to enhance the role-play atmosphere and stimulate subconscious learning.
3. Integration of Conscious and Subconscious Learning:
a. Foster a balance between conscious language processing (e.g., vocabulary
recall, grammar usage) and subconscious emotional engagement during the
role-play.
b. Encourage participants to tap into their creativity, imagination, and intuition
while using the target language authentically.
c. Create opportunities for reflective pauses or debriefing moments during and
after the role-play to facilitate deeper learning and understanding.
4. Positive Reinforcement and Feedback:
a. Provide positive reinforcement and encouragement throughout the role-play
activity to boost participants' confidence and motivation.
b. Offer feedback that encompasses not only linguistic aspects but also
emotional engagement, creativity, and holistic performance.
c. Use feedback sessions as reflective exercises to reinforce learning, address
individual needs, and promote a supportive learning community.

These procedures highlight the differences between the traditional role-play technique,
which focuses primarily on language practice and skill development, and the
Suggestopedia-based role-play technique, which integrates psychological and
immersive elements to enhance learning outcomes holistically.