SUGGESTOPEDIA

1. SUGGESTOPEDIA

2. Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively.Suggestopedia was developed by the Bulgarian doctor and psychotherapist GeorgiLozanov.

3. GEORGI LAZANOV

4. It is often claimed that it can teach languages approximately three times as quickly as conventional methods. The first aim of Suggestopedia is to help students eliminate the feeling that they can not succesfull and to help them overcome the barriers to learning. Another aim of it is to teach students communicate fluently.

5. The characteristics of Suggestopedia Stimulates the whole person Undoes blocks Goes rapidly forward Gives creative solutions Encourages relaxation Strengthens self-image Talks to all the senses Optimizes learing Propagates talent Enhances learning Dramatizes material Includes pictures, music and movement Addresses the whole person WWW.NUVEFORM.ORG

6. THE PRINCIPLES OF SUGGESTOPEDIA • 1. Learning is facilitated in an environment that is as comfortable as possible, featuring soft cushioned seating and dim lighting.2. "Peripheral" learning is encouraged through the presence in the learning environment of posters and decorations featuring the target language and various grammatical information.3.The teacher assumes a role of complete authority and control in the classroom. 4.Self-perceived and psychological barriers to learners' potential to learn are "desuggested".5. Students are encouraged to be child-like, take "mental trips with the teacher" and assume new roles and names in the target language in order to become more "suggestible".

7. 6.Baroque music is played softly in the background to increase mental relaxation and potential totake in and retain new material during the lesson.7. Students work from lengthy dialogs in the target language, with an accompanying translation intothe students' native language.8. Errors are tolerated, the emphasis being on content and not structure. Grammar and vocabularyare presented and given treatment from the teacher, but not dwelt on.9.Homework is limited to students re-reading the dialog they are studying - once before they go tosleep at night and once in the morning before they get up.OPTIMAL LEARNING

8. 10.Music, drama and "the Arts" are integrated into the learning process as often as possible. 11. THE NATURE OF INTERACTION:T-Ss S- Ss 12. HOW IS EVALUATION?:No formal tests

9. THE TECHNIQUES AND THE CLASSROOM SET-UP • Classroom set-up: Emphasis is placed on creating a physical environment that does not "feel" like a normal classroom, and makes the students feel as relaxed and comfortable as possible.This is accomplished in the classroom by the use of dim lights, soft music,cushionedarmchairs,and walls decorated with scenes from a country where the target language is spoken.

11. PERIPHERAL LEARNING: Students can absorb information "effortlessly" when it is perceived as part of the environment, rather than the material "to be attended to. It is claimed that by putting posters containing grammatical information about the target language on the clasrroomwalls.Therefore a student can learn from what is present in the environment even if his attention is not directed to it.

12. POSITIVE SUGGESTION: Teachers appeal to students' consciousness and subconscious in order to better orchestrate the "suggestive" factors involved in the learning situation. Teacher can do this through direct and indirect means. Direct suggestion appeals to students consciousness: A teacher tell students they are going to be succesfull but indirect suggestion which appeals to students subconscious is more powerful.

13. VISUALIZATION: Students are asked to close their eyes and visualize scenes and events, to help them relax, facilitate positive suggestion and encourage creativity from the students.

14. CHOOSE A NEW IDENTITY: Students select a target language name and/or occupation that places them "inside" the language language they are learning.For example later on they may be asked to talk or write about their fictional hometown, childhood, and family.

15. ROLE –PLAY: Students pretend temporarily that they are somone else and perform a role using the target language. In the lesson the students were asked to pretend they were at a party and were going around meeting other people there.

16. Primary Activation: Students "playfully" reread the target language out loud, as individuals or in groups. For example; three groups of students read parts of dialog in a particular manner: the first group, sadly; the next, angrily;the last amorously.

17. Secondary Activation: Students engage in various activities designed to help the students learn the material and use it more spontaneously - activities include singing, dancing, dramatizations and games - "communicativeintent" and not "form" being the focus.

18. MAIN STAGES OF SUGGESTOPEDIA • PRESENTATION: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner • FIRST CONCERT: Teacher does a slow, dramatic reading of the dialog synchronized in intonation with classical music. For example there might be the dramatic reading of a piece of text accompanied by classical music in a foreign language course. • SECOND CONCERT: Students put aside their scripts and the teacher reads at normal speed according to the content, not the accompanying pre-Classical or Baroque music - this typically ends the class for the day. • PRACTICE: The use of games, puzzles etc. to review the learning.

19. THE ADVANTAGES • motivation and self esteem are increased and encouraged • music helps long term memorization • games and free activities help memorizing • the critical approach and open discussion favour the analytical thought • learning stress disappears thanks to the alternating phases of relaxation and activities • the feeling of belonging to a group helps to exchange ideas and experiences • we learn to trust the power of the mind • the use of music to get students sit back and relax • Authority concept • No anxiety, no fear

20. THE DISADVANTAGES • Environmental limitations;(˙Unavailable of music and comfortable chair ˙No advanced comprehension technique ) • ignores mechanical activities in internalizing the grammar rules or the vocabulary items. • the techniques may not work well in all the learners and cultures(cognitive differences of the people) • no homework

21. THE ROLE OF TEACHER? • Show absolute confidence in the method • Display fastidious conduct in manners and dress. • Organize properly and strictly observe the initial stages of the teaching process - this includes choice and play of music, as well as punctuality. • Maintain a solemn attitude towards the session. • Give tests and respond tactfully to poor papers (if any). • Stress global rather than analytical attitudes towards material. • Maintain a modest enthusiasm stu93.nknu.edu.tw cmapspublic2.ihmc.us

22. THE ROLE OF STUDENT • Trust the teacher • Relaxed • Should feel secure • Spontaneous • Less inhibited

23. LANGUAGE AND CULTURE: Language is the first of two planesin the two plane process of communication. The first plane is language. In the second plane there is the factors which influence the linguistic message. Culture which students learn concerts the everyday life of people who speak language. WE SEND LINGUISTIC MESSAGE The music suggest that learning is easy and pleasant. Second plane First plane

24. WHAT AREAS OF LANGUAGEEMPHASIZED? • VOCABULARY • GRAMMAR(EXPLICITLY) • SPEAKING • READING • WRITING THE NOTES OF YRD.DÇ.DR.FİLİZ TILFARLIOĞLU

26. HELPING PEOPLE DO THINGS WITH ENGLISH • Language is such an important tool we have as humans that without it we couldn’t express our thoughts, nor could we engage in activities in the societies . If we acquire a second language we increase our capacity in our life.

27. ACCURACY AND REAL LANGUAGE • In spite of many purposes of teacher and students , the transition from classroom to real life is often hard. Classroom use of language is irrelevant to real life. The words which are used in classroom are not common in real life. Conversations develop naturally, using real language in real situations with real participants. It is not essential to always speak with natives, as it is always possible to learn. However, what our students need most is probably interaction with native speakers.

28. However it isn’t possible in the schools. How can teachers help their students put English to the use of all real languages in societies where they are spoken? Teachers prevent students from developing functional profiency in target language because of allowing them to make serious errors in grammar and pronunciation. It is important to make accuracy in form and fluency in use of language. • In the instructional method accuracy in grammar use grows as the students engage in task that involve individuals in social context. The task given to the students isn’t used as a model of proper use of english,for it is a case in conventional role plays.

29. GROUP WORKS AND INDIVIDUAL INTERACTION Small group-based instructional methods can produce a wide variety of positive educational outcomes. These outcomes, however, only occur when instructors create conditions which motivate students to prepare for and engage in give-and-take discussions. The keys for the tasks. 1) promoting individual and group accountability 2) using assignments that link and mutually reinforce individual work, group work and total class discussions 3) adopting practices that stimulate give-and-take interaction within and between groups

30. The typical kind of tasks can be given to learners in use of English • You are going to spend the night in your friends apartment while she is away. Unfortunately you have lost the key. Your friend told you that the neighbour has an extra key how will you convince the neighbour that you, a stranger, should be given this key so that you can get into the apartment?

31. There are two elements needed in this activity: 1) The opposing situation personalized in the form of’ neighbour’ who has the extra key.You have an extra key to the apartment next door . The owner of that apartment said you to be careful about giving the key to others someone has just come to your door to ask for the key how will you be sure of this person’s sincerity.

32. Will the friend succeed in obtaining the key or Will the neighbour hold fast? 2) The task are assigned not to the individual but to the groups. Each group discusses the task and plans out and agenda on how the desired goal might be reached after the discussion each group elects one of its members to represent the collective in confronting the representative of the other group

33. WHAT MAKES A SCENARIO UNIQUE?

34. Scenarios have four features: DYADIC: At least two or more individuals must interact in scenarios. The classical role play, in contrast, doesn’t require more than one person ... For example; ordering a meal in a restaurant. COGNITIVE /SOCIALIZED: Each participant has a task that involves free-thinking and personal choose making. In simulation on the other hand each participant has a role card that shows the position of individual.

35. OPEN-ENDED:Scenario task haven’t got a definite solution. Unlike role plays and simulation one can’t tell a participant in a scenario he must do but what he might do. FREE OF BIAS OR PERSONAL TRAITS:The participants are free to interpret their roles as they see fit. When the participant is told how to feel the activity becomes a stage performance rather than search for solutions to problems.

36. HOW TO WRITE A SCENARIO? These four features generally found in real-life encounters is not enough to be able to create one. There is some other pointers how to construct a scenario: INTERLOCK THE ASSIGNED TASK: The task given to the participants must be interrelated. For example; one party was the guard of the key to the neighbour’s house while other needed to obtain it as the example given before. SHARE SOME INFORMATION WITH ALL PARTICIPANTS: The participants in a scenario must know enough about the situation in order to begin interaction.

37. MAKE CERTAIN THAT EACH PARTICIPANT HAS SOME PRIVATE INFORMATION:Private information helps to motivate each participant to continue to interaction until all ambiguity is resolved. ‘Teacher Development Making The Right Moves’

38. references • THE NOTES OF YRD.DÇ.DR.FİLİZ TILFARLIOĞLU • WWW.NUVEFORM.ORG • STU93.NKNU.EDU.TW • CMAPSPUBLIC2.IHMC.US • ‘TEACHER DEVELOPMENT MAKING THE RIGHT MOVES’

39. ASLI EROĞLU • EBRU KABA • GÖKHAN ÖZŞAHİN