3. Suggestiopedia is now called Desuggestopedia to
reflect the importance placed on desuggesting
limitations on learning.
We set up psychological barriers to learning and
thus we do not use the full mental powers we have;
in order to use our reserved capacity, the limitations
we think we have need to be “desuggested.”.
4. Decoration.
Furniture.
Arrangement of the classroom.
The use of soft music.
The authoritative behavior of the
teacher.
5. There are six principal
theoretical components
through which
desuggestopedia and
suggestopedia operate and
that set- up access to
reserves.
Authority.
Infantilization.
Double-
planedness.
Intonation,
rhythm, and
concert psuedo-
passiveness.
Design
syllabus
6. give control and authority to the teacher completely
What makes a teacher authoritive?
self-confidence
Personal distance
Acting ability
Possitive attitude
7. Authority is also used to suggest a teacher-student
relation like that of parent to child. In the child’s role
the learner takes part in role playing, games, songs,
and gymnastic exercise that help “the older student
regain the self-confidence, spontaneity, receptivity
of the child”.
8. The learner learn not only from the effect of
direct instruction takes places.The bright decor
of the classroom, the musical background, the
shape of the chairs, and the personality of the
teacher are considered as important instruction
as the form of the instructional material itself.
9. Varying the tone and rhythm of presented material helps both
to avoid boredom through monotony of repetition and
dramatize, emotionalize, and give meaning to linguistic
material.
Both intonation and rhythm are coordinated with a musical
background. The musical background helps to induce a relaxed
attitude, which Lozanov refers to as concert pseudo-passiveness.
This state is felt to be optimal for learning, in that anxieties and
tension are relieved and power of concentration for new
material is raised.
11. course lasts 30 days, 10 units of
study.
Classes are held 4 hours a day, 6
days a week.
The central focus of each unit is a
dialogue consisting of 1200 word,
or with an accompanying
vocabulary list and grammatical
commentary.
13. Pseudo-passive state.
Learners must not try to to figure out,
Not to manipulate, or
Not to study material
Learners sit in a circle
Encourages face-to-face exchange
Activity participation
14. According to Lozanov, teachers should give attention to
Absolute confidence
His/her manners and dress
Organizing the lesson (music choice, punctuality)
Responding tactfully
Modest enthusiasm
15. 1. Show absolute confidence in the method.
2. Display fastidious conduct in manners and dress.
3. Organize properly, and strictly observe the initial stages of the teaching
process—this includes choice and play of music, as well as punctuality.
4. Maintain a solemn attitude towards the session.
5. Give tests and respond tactfully to poor papers (if any).
6. Stress global rather than analytical attitudes towards material.
7. Maintain a modest enthusiasm.
17. The 4-hours language class has three parts:
Oral review section
micro studies
macro studies
The class new material presentation and
discussion
The concert session
18. At the beginning of the session, all conversation
stops for a minute, or two minutes, and the
teacher listens to the music coming from a tape-
recorder.
The teacher 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.
19. Between the first and second part of the concert, there are
several of solemn silence. In some cases, even longer pauses
can be given to permit the students to stir a little. Before
beginning of the second part of the concert, there are again
several minutes of silence and some phrases of the music are
heard again 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.
20. To accelerate the process of learning a
foreign language for everyday
communication
To desuggest learners’ psychological
barriers
To activate learners’ ‘paraconscious’ part of
the mind.
21. The teacher’s role:
authority—being confident and trustable
security—affording a cheerful classroom
atmosphere
The students’ role:
relaxed—following the teacher’s instruction easily
role play—enjoying in the new identity freely
22. Classroom atmosphere—decoration & posters
A new name and occupation—to dispel fear or
anxiety
Handout—for advanced students
No test, no assignment
Conversation with translation in music—to
activate the ’whole brain’ of the students
Games,songs,role play—to streng then the material.
23. The teacher initiates interactions in two way—
1.the teacher to a group of students
2.the teacher to only one student
The students respond through—
1.nonverbal actions
2.a few target language
student- student interaction—role play.
24. Relaxed--psychological barriers are
desuggested.
Confident--the target language comes
naturally.
--Success is obtainable.
Secure--assumption of a new identity.