Desuggestopedia

Royal University of Phnom Penh

Institute of Foreign Languages

Subject: AM 401
Lecturer: Mr. Pang Samarnh

Group members: Chhun Venyuory

Marinel Nhim
Toek Bunvat
 TABLE OF
CONTENTS

01 What is Desuggestopedia?
02 Experience
03 Principles
04 Techniques
05 Conclusion
 What is Desuggestopedia?
The application of the study of suggestion to pedagogy, has been developed to
help students eliminate the feeling that they cannot be successful and/or the
negative association they may have toward studying and thus to help them to
overcome the barriers to learning.
 Introduction

Originator: Georgi Lozanov

Experience

Classroom environment:
- Bright and colorful
- Some poster hanging on the wall
containing grammatical information
- Some material objects such as rhythm
instruments and other props.
 Role of Teacher and Students

• Teacher controls the classroom

• It is essential in this approach that the student trust and
respect teacher
• If they trust teacher, they appear to be more secure.
Hence, they would become spontaneous and inhibited.
Principles
 The Goal of Desuggestopedia

• Stimulate the learning process which students learn to use another

language for everyday communication

• Students’ mental power is considered as an important thing for this

approach

• Break barriers that students might have while learning new language
Interaction between teacher and students,
students and students

• At the beginning, teacher initiates instruction with students.

• Later on the students improve, they will then initiate their
own interactions.
Students’ Feeling

● It is crucial that students feel relaxed and confident. Not much

effort is put in learning, it comes naturally and easily.
● Students will be desuggested regarding the psychological barrier
that they bring with them.
● Encourage them the build self-confidence and convince them that
they can be successful.
● Students will feel more secure and open in learning.
 The effect on language and culture

• Learn about the everyday life and culture of the

people they learn the language from.
• Fine arts is also important.
 Emphasized Skills

• Vocabulary is emphasized

• Grammar is taught explicitly but minimally

• Speaking communicatively is focused

 Role of Native Language

• Native language is used to make the dialogue

meaning clear, it is used when necessary
• As the class proceeds, teacher will cut down on
using native language.
 Evaluation
• It is determined by students’ in-class performance
• Formal tests are not used because it can ruin the
relaxed atmosphere for students.
 Students’ Error
Errors are corrected gently, with the teacher
using soft voice.
Techniques
(1) Classroom Set-up
Emphasis is placed on creating a
physical environment that is bright and
cheerful.

(2) Peripheral Learning

SS can absorb information “effortlessly” when it

is perceived as part of the environment.
 (3) Positive Suggestion
T orchestrate the suggestive factors in a
learning situation, thereby helping SS break
down the barriers to learning that they bring
with them.

(4) Choose a New

Identity
SS select a target language name or
occupation that places them inside the
language they are learning
 (8) Primary Activation
SS playfully reread the target language dialogue
out loud, individually or in group.

(9) Creative
Adaption
SS engage in various activities designed to help them
learn the new material and use sit spontaneously.
 (5) Role Play
SS pretend temporarily that they are someone else.

(6) First Concert

T read the dialogue slowly and dramatically.

(7) Second
Concert
SS listen as the T reads the dialogue at normal
speed.
CONCLUSI
ON
THANKS!