; Desuggestopedia
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Desuggestopedia

VIEWS: 204 PAGES: 17

  • pg 1
									Desuggestopedia

Instructor: Shih-hui Sophia Chen
       Sophomore Class B
Mondays, 13:10~15:00 Room 315
            This method and the next few ones are
             affective-humanistic approach called
             by Celce-Murcia(1991); there is a
             respect for Ss‟ feelings.

            Georgi Lazanov believes as does
             Galeb Gattegno that LL can occur at a
Intro.       faster rate than ordinarily occurs.

            The reason of the inefficiency is that
             we set up psychological barriers to
             learning: 1) we fear we‟re unable to
             perform; 2) we‟ll be limited in our
             ability to learn; 3) we will fail.
   According to Lozanov and others:
    we may be using only 5 to 10
    percent of our mental capacity.

   To make better use of our capacity,
    the limitations we think we have
    need to be “desuggested.”

   Desuggestopedia has been
    developed to help Ss eliminate the
    feeling they cannot be successful or
    the negative association they may
    have toward studying and to help
    them overcome the barriers to
    learning.
   One way the Ss‟ mental reserves
    are stimulated is through
    integration of the fine arts, an
    important contribution to the
    method made by Evelyna Gateva.
                           Class and Location
Classroom Observation   - a university class in Egypt
                           Ss level: beginning.
                           Class meeting:
                        1) Two hours 2) Three mornings a week
                           The authors noticed this classroom is
                            different from all the others they‟ve
                            been in so far.
                           Everything is bright and colorful and
                            there are several posters on the walls.
                           Most of the posters are travel ones
                            with scenes from the U.K; a few
                            contain grammatical information.
 One has conjugation of “to be”
  and the subject pronouns; another
  has the object and possessive
  pronouns.
 There is also a table with some
  rhythm instruments on it.
 Next to the instruments are some
  hats, masks, and other props.
         T Behavior                         Ss Behavior
T greets Ss in Arabic and          Ss are told, “first, you‟ll all get
explains they are about to begin   to pick new names – English
a new and exciting experience      ones. It will be fun.” Ss are
in LL. T says, “you won‟t need     also told that they will need
to try to learn. It‟ll just come   new identities to go along with
naturally.”                        the new experience.
T shows the class a poster w/      Ss are familiar with these
different English names printed    alphabets from their previous
in color in the Roman alphabet.    study of French.
T tells them they are each to      One by one Ss say which name
choose a name. She pronounces      they have chosen and T is
each names and has Ss repeat.      pleased with their choices.
T tells them they‟ll create an     By T‟s using pantomime, T
imaginary biography but for        acts out various occupations.
now they‟d just choose a           Ss choose what they want to be.
profession to go with the name.
          T Behavior                           Ss Behavior
T greets each of Ss using their   Through her actions Ss understand
new names and asks them a         the meaning and they reply “yes” or
few Qs in English about their     “no.” There‟s a lot of recycling of
new occupations.                  the new language.
T teaches them a short dialog     After practicing with the group, Ss
in which 2 people greet each      introduce themselves to T. Then
other and inquire what each       they play various rhythm
other does for a living.          instruments as singing a name song.
T announces to the class          Ss are told to turn the page. On the
they‟ll be beginning a new        right page are 2 columns of print: In
adventure. T distributes a 20-    the left one is the English dialog; in
page handout.                     the right, the Arabic translation.
The handout contains a            On the left page are comments in
lengthy dialog entitled “To       Arabic about certain English Voc.
want to is to be able to,”        items and grammatical structures Ss
which T translates into Arabic.   will encounter in the dialog.
   The items have been boldfaced in the dialog. Throughout the 20 pages are
   reproductions of classical paintings.
           T Behavior                       Ss Behavior
Partly in Arabic and English and Ss are asked to pay attention to
partly through pantomime, T       the comments about Voc. And
outlines the story in the dialog. grammar on the left-hand pages.
T tells Ss in Arabic that she‟ll       Ss are given sufficient time to
read the dialog to them in             look at both English and Arabic.
English and they should follow         T says to them, “Just enjoy.”
along.
T plays Mozart‟s Violin Concerto       Ss follow along with T‟s voice. T
in A. After some mins, T begins        allows them enough time to
to read in a quiet voice.              silently read the translation in NL.
T‟S reading seems to be molded         Ss are encouraged to highlight
by the music as she varies her         and take notes during the session.
intonation and keeps rhythm.
         T Behavior                       Ss Behavior
T sometimes pauses for Ss to   For 2 or 3 times at a time, the
listen to the music.           whole class stands and repeats after
                               the T, joining voices to the music.
The lesson pauses. When Ss     Ss are asked to put down their
return they see T has hung a   scripts and just listen.
painting of a calming scene in
nature in front of the room.
The 2nd time T reads the       With the end of the 2nd reading, the
dialog she seems to be         class is over. No HW is assigned.
speaking at a normal rate. T   T says if the Ss want to do
has changed the music.         something, they could read over the
The music is Water Music by    dialog once before they get up in
Handel. T makes no attempt     the morning.
this time to match w/ music.
           T Behavior                            Ss Behavior
The next class:                      T indicates that she wants someone
After greeting Ss and having         else to wear the hat. A girl
them introduce themselves with       volunteers. 3 more hats are taken
new identities, T ask Ss to take     out and are distributed with lots of
out the script again.                playfulness.

T pulls out a hat from a bag, puts
it on her head and points to her
self. T names a character from
the dialog.
T turns to 4 Ss wearing the hats     When Ss finish reading their portion
and asks them to read part of the    of dialog, 4 different Ss get to wear
dialog, imagining they are the       the hats and continue reading the
characters whose hats they‟re        script.
wearing
         T Behavior                           Ss Behavior
T asks the following three          Another four new volunteer are
groups to read in different tone:   told that they are auditioning for a
Sad, angry and cheerful way         role in a Broadway play and they
respectively.                       want very much to win the role.
T told them in order to impress     The 1st group reads several pages
the director, they must read the    of the dialog in this manner and
lines very dramatically.            the rest of the groups do the same.
T asks Qs in E about the dialog     Ss are asked to repeat E lines after
and asks Ss to give her E           her and sometimes individual S is
translation of an Arabic            asked a Q from the dialog.
sentence and vice versa.            The environment remains playful.
T teaches Ss a children‟s           Ss are laughing and clapping as
alphabet song containing            they sing along.
names and occupations.
        T Behavior                        Ss Behavior
After the song, T has Ss stand The S catches the ball as he says,
up and get in a circle. T takes   „My name is Richard.‟ He is
out a medium-sized soft ball to indicated by T to throw the ball to
one S and asks him what his       another S while posing a Q.
name is in English.
T corrects in a very soft voice Richard asks, “What you do?‟
saying “What do you do?”
The S: “I am a conductor.”
The game continues on in this manner with Ss posing Qs and
throwing ball. The 2nd class is now over. Again, there‟s no HW
assigned, other than to read over the dialog if Ss wish.
During the 3rd class, Ss will continue working w/ this dialog. They
will move toward using the new L in a creative way. Ss will play
competitive games, do role plays and skits.
Important Principles
                        Learning is facilitated in a
                         cheerful environment.
                        Ss can learn from what‟s present
                         in the environment. (Peripheral
                         learning)
                        T should recognize Ss bring
                         certain psychological barriers to
                         the learning situation. T should
                         try to “desuggset” them.
                        Ss feel more secure and open if
                         they perform with a new identity.
 Songs can free the speech
  muscles and evoke positive
  emotions.
 T should integrate indirect
  positive suggestions into the
  learning situations.
 T should present and explain the
  grammar and vocabulary but not
  dwell on them.
 Fine art provides positive
  suggestions for Ss.
 Meaning is made clear through
  NL translation.
 Communication takes place on
  “two planes”: on one the linguistic
  message is encoded; on the other
  are the factors that influence the
  message.
 A calm state is ideal for
  overcoming psychological
  barriers and taking advantage of
  learning potential.
 The distinction between the times
  (before going to bed and just
  getting up) is most blurred and
  learning can occur.
 Dramatization is a particularly
  valuable way to activate the
  material. Fantasy reduces barriers
  to learning.
 The fine arts enable suggestions
  to reach the subconscious.
 Novelty aids acquisition.
 It‟s desirable that Ss achieve a
  state of “infantilization” so that
  they will more open to learning.
 Errors are corrected gently, not in
  a direct, confrontational manner.

								
To top