Chapter-10-Suggestopedia

Chapter10SuggestopediaBackground•Whatissuggestopedia?–1970s,Bulgarianpsychiatrist-educatorGeorgiLozanovdevelopedamethodSuggestopedia.–AsetoflearningrecommendationsderivedfromSuggestology(暗示论),as“science…concernedwiththesystematicstudyofthenonrationaland/ornonconsciousinfluences”.–Mysticalair,withspecialdecoration,furniture,andarrangementoftheclassroom,theuseofmusic,andtheauthoritativebehavioroftheteacher.•Claims–Nosectorofpubliclifewheresuggestologywouldnotbeuseful.–MemorizationinlearningbySseemstobe25xfasterthanconventionalmethods.–Successfulclassroomproceduresarebasedonteachers’readingdialoguesinaspecialwayofusingvoicequality,intonation,andtiming.–LinkingtoYoga,techniquesforalteringstatesofconsciousnessandconcentration,andtheuseofrhythmicbreathing–LinkingtoSovietpsychology,allcanlearnatthesamelevelofskillgivenanoptimalearningenvironment.–P.143stateofawareness.•Attentivenessmanipulatedtooptimizelearningandrecall?–Learningtakesplaceinarelaxedbutfocusedstate.–Thecentralityofmusicandmusicalrhythmtolearningasthethreefunctionsintherapy:•Facilitatetheestablishmentandmaintenanceofpersonalrelations;•Bringaboutincreasedself-esteemthroughincreasedself-satisfactioninmusicalperformance;•Usetheuniquepotentialofrhythmtoenergizeandbringorder.–ThethirdfunctionistheoneusedinS—torelaxlearnersandtostructure,pace,andpunctuatethepresentationoflinguisticmaterial.Approach:Theoryoflanguage•Notstated•Notconcerned•Lexisiscentraltopractice•GrammarrulesfororganizingvocabularyofLcourse•Wholemeaningtextsaslightheartedstorieswithemotionalcontent•EmphasisoftheactsofcommunicationApproach:Theoryoflearning•Suggestion•AssociatedwithHypnosis(催眠术)—notjustakindofstatic,sleeplike,alteredstateofconsciousness,butconsistingof:–Reserve—memorybank–Desuggestion—takeoutunrelatedthoughts–Suggestion—fillwithdesiredinformation•Sixprincipaltheoreticalcomponentsthroughwhichdesuggestionandsuggestionoperateandthatsetupaccesstoreserves:•Authority—Informationcomingfromanauthoritativesourceisrememberedbestandisthemostinfluential.–Teacherassourceshavinggreatauthorityasinthe“ritualplacebosystem”.–Commitmenttothemethod,self-confidence,personaldistance,actingability,andahighlypositiveattitudegiveanauthoritativeairtotheteacher.•Infantilization–Teacher-studentrelationislikethatofparenttochild.•Double-planedness–Teacher’sdirectinstruction–Theenvironment—thebrightdécoroftheclassroom,themusicalbackground,theshapeofthechairs,andthepersonalityoftheteachers.•Intonation,rhythm,andconcertpseudo-passiveness–Varyingthetoneandrhythmofthepresentedmaterialhelpstoavoidboredom,andtodramatize,emotionalize,andgivemeaningtolinguisticmaterial.–Intonationandrhythmarecoordinatedwithamusicalbackground–Thetypeofmusiciscriticaltolearningsuccess.•Therightkindofmusicforjusttherightkindofeffect•Therequiredmusicalpatterncaninducedesiredalteredstatesofconsciousness.•Aseriesofslowmovements(60beatsaminute)in4/4timefromBaroqueinstrumentalmusicgivethebestresult—thebodyrelaxedandthemindbecomingalert.–Therateofmaterialpresentationwithintherhythmicpatterniskeyedtotherhythm.•Aneight-secondcycleforpacingoutdataatslowintervals.•Musicalrhythmsaffectbodyrhythms,suchasheartbeat.•“Withaslowheartbeat,mindefficiencytakesagreatleapforward”.•Therequiredrhythmsof60beatsaMasinYogaisthemostideal,whichisfurtherprovedinplantsubjects.•Suggestopediclearningisbasedonaparticulartypeofmusicandaparticularrateofpresentation.Design:Objectives•Deliveradvancedconversationalproficiencyquickly.•Masteryofvocabularypairs.•Increasedmemorypowerwith“positive,comprehensivestimulationofpersonality”.•Theunderstandingandcreativesolutionofproblems.Design:Thesyllabus•30days•10units•4hrsaday•6daysaweek•Dialoguesconsistingof1,200wordsaunitwithvocabandgrammar•Dialoguesgradedbylexisandgrammar•Eachunit–3days–First,halfday(new/general)–Second,fullday(imitation,Q&A,reading,workingwith150newwords)–Third,halfday(newcombinations,story,roleplay)Design:TypesofLearningandteachingactivities•Imitation•Question&answer•RolePlay•**Unique**—Listeningactivitiesconcerningthetextandtextvocabularyofeachunit•“specialway”ofstudentslisteningtotheteachingreadingwithvaryingintonationsandacoordinationofsoundandprintedwordorillustrationresultsintheunconsciouslearning.Design:Learnerroles•Volunteerforasuggestopediccourse•Committedtotheclassanditsactivities•NoSmokingorDrinking•Eliminatedistractionsandimmersethemselvesinprocedures•Maintainapseudo-passivestate•ReturntoChild-likemindset,toregainself-confidence,spontaneityandreceptivity•Avoidstress•Takeonanewidentity•Homogenousclass12sittinginacirclewithface-to-faceactivitiesparticipationDesign:Teacherroles•ThemainroleofTistocreatesituationsinwhichlearnerismostsuggestibleandthentopresentlinguisticmaterialinawaymostlikelytoencouragepositivereceptionandretentionbythelearner.–AuthorityFigure–Confidenceinmethod–Choosemusic–Punctuality–Attitude-solemn,butmodestlyenthusiastic–Talentedandtrainedinvariousfieldssuchasacting,singing,andpsychotherapeutictechniquesDesign:Theroleofinstructionalmaterials•Materialsconsistofdirectsupportmateri