9Suggestopedia_(1980s-1990s)

Suggestopedia(1980s-1990s)DesuggestopediaBackground•SuggestopediaorMulti-LevelLearning•AneducationalmethoddevelopedbyBulgarianscientistGeorgiLozanovandbasedonSuggestologyconcerningwiththesystematicstudyoftheunconciousinfluencethathumanbeingsareconstantlyrespondingto.•Itwasoriginallyappliedmainlyinforeignlanguageteaching•Itisoftenclaimedthatitcanteachlanguagesapproximatelythreetimesasquicklyasconventionalmethods.•Mostconspicuousfeaturesarethedecoration,furniture,andarrangementoftheclassroom,theuseofmusicandtheauthorityoftheteacher.Background•LozanovacknowledgestiesintraditiontoyagaandSocvietpsychology.–Yoga–alteringstatesofconsciousnessandconcentration,andtheuseofrhythmicbreathing.–Sovietpsychology–allstudentscanbetaughtagivensubjectmatteratthesamelevelofskill.•Themostconspicuousfeatureisthecentralityofmusicandmusicalrhythmtolearning.Functionofmusic•Gaston(1968)claimedthatmusiccan(1)facilitatetheestablishmentandmaintenanceofpersonalrelations;(2)tobringaboutIncreasedself-esteemthroughincreasedself-satisfactioninmusicalperformance;and(3)tousetheuniquepotentialofrhythmtoenergizeandbringorder.•Heusedmusictorelaxlearners,tostructure,topaceandtopunctuatethepresentationoflinguisticmaterials.Approach•Theoryoflanguage•TheoryoflearningTheoryofLanguage•Lozanov(1978)assumesthattheonlymajorlinguisticproblemsinthelanguageclassroomarememorizationandintegration.•Theemphasisonmemorizationofvocabularypairs—atargetlanguageitemanditsnativelanguagetranslation—suggestsaviewoflanguageinwhichlexisiscentralandlexicaltranslationratherthancontextualizationisstressed.•Lozanovemphasizestheimportanceofexperiencinglanguagematerialin“wholemeaningfultexts”(Lozanov1978:268)andnotesthatthesuggestopediacoursedirectsthestudentnottovocabularymemorizationandacquiringhabitsofspeech,buttoactsofcommunication(Lozanov1978:109).Lozanovrefersmostoftentothelanguagetobelearnedasthematerial.TheoryofLearning•SuggestionisattheheartofSuggestopedia.Lozanovclaimsthathismethodisdifferentfromhypnosis催眠状态andotherformsofmindcontrolbecausetheylacka“desuggestive-suggestivesense消除暗示与提供暗示”and“failtocreateaconstantsetuptoreservesthroughconcentrativepsycho-relaxation”(1978:267).(Reservesarelikehumanmemorybanks)通过集中的心理放松暗示来不断的建立记忆储备Therearesixprincipaltheoreticalcomponentsthroughwhichdesuggestionandsuggestionoperateandthatsetupaccesstoreserves.PrinciplesandDescription•Authority教师权威:Peoplerememberbestandaremostinfluencedbyinformationcomingfromanauthoritativesource.•Infantilization婴儿化:Inthechild'srolethatlearnertakespartinroleplaying,games,songs,andgymnasticexercisesthathelptheolderstudentregaintheself-confidence,spontaneityandreceptivityofthechild.•Double-Planedness双重作用:Thelearnerlearnsnotonlyfromtheeffectofdirectinstructionbutfromtheenvironmentinwhichtheinstructiontakesplace.(thebrightdecoroftheclassroom,themusicalbackground,theshapeofthechairs,andthepersonalityoftheteacherareconsideredasimportantininstructionastheformoftheinstructionalmaterialitself.Intonation,Rhythm,andConcertPseudo-Passiveness•Varyingthetoneandrhythmofpresentedmaterialhelpsbothtoavoidboredomthroughmonotonyofrepetitionandtodramatize,emotionalize,andgivemeaningtolinguisticmaterial.ThemusicalbackgroundhelpstoinducearelaxedattitudewhichLozanovreferstoasconcertpseudo-passiveness.音乐场中的假消极作用•Thetypeofmusiciscriticaltolearningsuccess.AttheinstituteLozanovrecommendsaseriesofslowmovements(sixtybeatsaminute)in4/4timeforBaroqueconcertosstrungtogetherintoaboutahalf-hour-‘concert.'Henotesthatinsuchconcertsthebodyrelaxed,themindbecamealert(Ostranderetal.1979:74).•Therateofpresentationofmaterialtobelearnedwithintherhythmicpatterniskeyedtotherhythm.Superlearningusesaneight-secondcycleforpacingoutdataatslowintervals.•Supportersreflectthattheminuteisdividedintosixtysecondsandthatperhapsthere'smoretothisthanjustanarbitrarydivisionoftime.Design•Objectives•Syllabus•Learnngactivity•Learnerroles•Teacherroles•MaterialsObjectives•Throughtheuseofbackgroundmusicandsoftly-spokeninformationstudentswillabsorbinformationatamuchhigherratethanisotherwisepossible.•Studentswillexperiencethesensationofcontrolledrelaxation.•Attentivenessismanipulatedtooptimizelearningandrecall.LearningObjectives•Leftandrightbrainintegrationwillbeenhancedthroughthepowerofsuggestion,music,relaxation,deepbreathing,metaphorsandguidedimagery.•Self-imagewillbeimproved.•Thestudentswillhaveapositiveattitudetowardslearning.•Suggestopediaaimstodeliveradvancedconversationalproficiencyquickly.Teachersplaceahighvalueonvocabularyrecall,memorizationLearningObjectives•ofvocabularypairscontinuestobeseenasanimportantgoalofthesuggestopediamethod.•Tomemorizelargeamountsoftargetlanguagevocabulary.•Tobeabletounderstandtargetlanguageattheappropriatelevelthroughtheteacher'spresentationofthelanguagematerial(gesturesandintonation.)LanguageObjectives•Tobeabletotranslatetargetlanguagevocabularyintoonesnativelanguage.•Tobeabletogainmeaninginthewrittenformofthetargetlanguage.•Tobeabletocommunicateconfidentlyinthetargetlanguage(atthedesignatedlevel.)•Tobeabletoapplythelanguageinuseful,'