Suggestopedia/ Desuggestopedia

Background Originated by Dr. Georgi Lozanov in 70s,Bulgaria-暗示學(suggestology) 的開創者。 Suggestopedia: apply suggestology to teaching.(暗示教學法） suggesto: suggesti,suggestum,suggero-暗示 pedia-教學法

Theory （1） The reason for inefficient learning is that we set up psychological barriers to learning. We fear we are unable to perform. Then, we limit our ability to learn. Then, we fail. We do not use the full mental powers we have.(we only 5-10 %

Theory （2） The limitation of learning need to be desuggested. Suggestopedia- 暗示法─裝入有助學習的因素 Desuggestopedia- desuggesting limitation on learning.(去除暗示法─去除學習障礙的因素） To help Ss eliminate the feeling that they cannot be successful or the negative association they may have towards studying. To help Ss overcome the barriers to learning.

Characteristics (1) Stimulates the whole person Undoes blocks Goes rapidly forward Gives creative solution Encourages relaxation Strengthens self-image Talks to all the senses

Characteristics (2) Optimizes learning (極優化） Propagates talent（繁殖、開發） Enhances learning Dramatises material Includes pictures, music and movement Addresses the whole person

Teaching Lozanov: Learning is the process of consciousness and unconsciousness. Authority Infantilisation Double-planeness (direct/indirect influences) Intonation and rhythm Concert pseudo-passiveness(假性被動） Relaxed attention

Techniques (1) Create classroom environment- bright and cheerful, decorated with scenes (holidays,festival) from a country of target lang. Peripheral learning- Ss perceive more in the environment than we consciously attend.e.g.:putting poster containing grammatical information of target lang.Ss absorb the necessary facts effortlessly.

Techniques (2) Direct suggestion: consciousness e.g.:T tells Ss they are going to success. Indirect suggestion: sub consciousness which is more powerful. e.g: choosing the lengthy dialogue ”To want to is to be able to”.

Techniques (3) Choose a target language name and occupation. Role play- pretend temporarily they are someone else and perform in the target lang. Music played accompanied with a dramatic reading in target lang. (T’s voice rises and falls with the music.)

Techniques (4) Various activities designed and used spontaneously. e.g.: singing, dancing, dramatisations, games. No focus on the form of the linguistic message but communicative intent.

Conclusion Learning will be facilitated in relaxed and comfortable environment. Learning should be as enjoyable as possible.