Tuesday 1 June 2010

Desuggestopedia

INTRODUCTION

Desuggestopedia, the application of the study of suggestion to pedagogy, has been develoved to help students eliminate the feling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the waysthe students’ mental reserves are stimulated is trhough intregration of the fine arts, an important contribution to the method made by lozanov’s colleague Evelyna Gateva.

EXPERIENCE

The first thing we notice when we enter the classroom is how different this room is compared with all the other classrooms we have been in so far. Everything is bright and colorful. There are several posters and the walls.

The teacher greets each of the students using their new name and asks them a few questions in English about their new occupations. Through her actions the students understand the meaning of her questions and the reply ‘yes’ or ‘no.’ There is a great deal of recycling of the new language each other and inquire what each other does for a living. After practicing the dialog with the group, they introduce themselves to the teacher. Then they play various rhythm instruments that the teacher has brought as they sing a name song.

Partly in Arabic, partly in English, and partly trough pantomime, the teacher to some of the comments regarding vocabulary and grammar on the left-hand pages. Then she tells them in English and that they should follow along as she reads. She will give them sufficient time to look at both the English and the Arabic. ‘Just enjoy,’ she concludes.

Next, the teacher pulls out a hat from a bag. She puts it on her head, points to herself, and names a character from the dialog. She indicates that she wants someone else to wear the hat. A girl volunteers to do so. Three more hats are taken out of the teacher’s bag and, with a great deal of playfilness, they are distributed.

During the third class of the week, the students will continue to work with this dialog. They will move away from reading it, however, and move toward using the new language in a creative way. They will play some competitive games, do role plays (see description in the rechniques review) and skits. Next week, the class will be introduced to a new doalog and the basic sequence of lessons we observed here will be repeated.





REVIEWING THE PRINCIPLES

Let us now follow our usual procedure of reviewing the principles of a method by answering our ten questions.

1. What are the goals of teachers who use Desuggestopedia?

Teachers hope to accelerate the process by which students learn to use a foreign language for everyday communication.

2. what is the role of the teacher? what is the role of the student?

The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.

3. what are some characteristics of the teaching/learning process?

Students select target language names and choose new occupations. During the course they create whole biographies to go along with their new identities.

4. what is the nature of student-teacher interaction? What is the nature of student-student interaction?

The teacher initiates interactions with the whole group of students and with individuals right from the beginning of a language course. Initially, the students can only respond nonverbally or with a few target language words they have practiced.

5. how are the feelings of the students dealt with?

It is considered important in this method that the psychological barriers that students bring with them be desuggested. Indirect positive suggestions are made to enhance students’ self-confidence and to convince them that success is obtainable.
6. how is language viewed? How is culture viewed?

Language is the first of two planes in two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language.





7. what areas of language are emphasized? What language skills are emphasized?

Speaking communicatively is emphasized. Students also read in the target language (for example, dialogs) and write (for example, imaginative compositions).
8. what is the role of the student’ native language?

The teacher also uses the native language in class when necessary. As the course proceeds, the teacher uses the native language less and less.

9. how does the teacher respond to student errors?

Errors are corrected gently, with the teacher using soft voice.

REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP

If you desuggestopedia’s principles meaningful, you may want to try some of the following techniques or to alter your classroom environment.

Classroom set-up

The challenge for the teacher is to create a classroom environment which is bright and cheerful.

Peripheral learning

The teacher may or may not call attention to the posters. They are change from time to time to provide grammatical information that is appropriate to what the students are studying.

Positive suggestion

Direct suggestion appeals to the students’ consciousness: A teacher rells students they
are going to be successful.

Choose a new identity

The students choose a target language name and a new occupation.

Role play

Students are asked to pretend temporarily that they are someone else and to perform
in the target language as if they were that person.


First concert (active concert)

Music is played. After a few minutes, the teacher begins a slow, dramatic reading, synchronized in intonation with the music. The music is classical ; the early Romantic period is suggested. The teacher’s voice rises and falls with the music.

Second concert (passive concert)

In the second phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed.

Primary activation

This technique and the one that follows are components of the active phase of the lesson.

Creative adaptation

The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent.








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