THE SUGGESTOPEDIA

THE SUGGESTOPEDIA

The methods present in this chapter are illustrative of that which Celce-Murcia (1991) calls an attractive-humanistic approach, an approach in which there is respect for students feelings.
Let us we know see for outselves how the principle of Desugestopedia are applied to language taeching:
a. Learning is facilitated in a cherfull environment.
b. Students can learn from what is present in environment, even if their attention is not directed to it.
c. If student trust and respect the teacher authorit, they will accept and retain information better.
d. The teacher should recognize that learners bring psychological barriers with them to the learning situation.
e. Assuming a new identity enhances students feeling of security and allowes them to be more open.
f. The dilaog that the students learn contains language they can use immadiately.
g. Songs are useful for freeing the speech muscles and evoking possitive emotions.
h. The teacher should integrate indirect positive suggestions (there is no limit to what you can do) into the learning stuation.
i. The teacher should present and explain the grammar and vocabulary, but not dwell on them.
j. Fine art provides positive suggestion for students.
k. One way that meaning is made clear is through native language translation.
l. Comunication takes place on “two planes” : on one the linguistic message is encoded; and on the other factors which iinfluence the linguistic message.
m. A calm state, such as one experiences when listening to a concert, is ideal for overcoming psychological barriers and for taking advantage of learning potential.
n. At these times, the distinction between the concious and the subconcious is most blurred and, therefore, learning can occur.
o. Dramatization is a particularly valuable way of playfully activating the material.
p. The fine arts ( music, art, and drama ) enable suggestion to reach the subconcious.
q. The teacher should help the student ‘active’ the material to which they have been exposed.
r. Music and movement reinforce the linguistic material.
s. In an atmosphere of play, the concious attenton of the learner does not focus on linguistic form.
t. Errors are corrected gently, not in a direct, confrontational manner.