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.
Nama : Asmaeni
Npm : 10607014
Kelas : 3 SA 02
Tuesday, 1 June 2010
The Community Language Learning
Experience
Whenever one of you would like to say something, raise your hand and I will come behind you.
Since this is your first English conversation, you may want to keep it simple. We have ten minutes for this activity.
No one speaks at first. Then a young woman raises her hand. The teacher walks to her chair. He stands behind her. ‘selamat sore’, she says. The teacher translates, ‘Good... After a little confusion with the switch on the microphone, she puts ‘Good’ on the tape and turns the switch off. The teacher then gives ‘evening’ and she tries to say ‘evening’ in the microphone but only gets out ‘eve…’ the teacher says again in a clear and warm voice, somewhat exaggerating the word, ‘eve…ning’. The woman tries again. She shows some signs of her discomfort with the experience, but she succeeds in putting the whole ‘evening’ on to the recording.
After the conversation has ended, the teacher sits in the circle and asks the students in Indonesian how they feel about the experience. One student says that he does not remember any of the English he has just heard.
What are characteristics of the teaching/learning process?
According to curran, there are six elements necessary for nondefensive learning. The first of these is security.
How is evaluation accomplished?
If, for example, the school requires that the students take a rest at the end of a course, then the teacher would see to it that the students are adequately prepared for taking it.
How does the teacher respond to student errors?
One way of doing this is for the teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher an students.
NAMA : ASMAENI
Whenever one of you would like to say something, raise your hand and I will come behind you.
Since this is your first English conversation, you may want to keep it simple. We have ten minutes for this activity.
No one speaks at first. Then a young woman raises her hand. The teacher walks to her chair. He stands behind her. ‘selamat sore’, she says. The teacher translates, ‘Good... After a little confusion with the switch on the microphone, she puts ‘Good’ on the tape and turns the switch off. The teacher then gives ‘evening’ and she tries to say ‘evening’ in the microphone but only gets out ‘eve…’ the teacher says again in a clear and warm voice, somewhat exaggerating the word, ‘eve…ning’. The woman tries again. She shows some signs of her discomfort with the experience, but she succeeds in putting the whole ‘evening’ on to the recording.
After the conversation has ended, the teacher sits in the circle and asks the students in Indonesian how they feel about the experience. One student says that he does not remember any of the English he has just heard.
What are characteristics of the teaching/learning process?
According to curran, there are six elements necessary for nondefensive learning. The first of these is security.
How is evaluation accomplished?
If, for example, the school requires that the students take a rest at the end of a course, then the teacher would see to it that the students are adequately prepared for taking it.
How does the teacher respond to student errors?
One way of doing this is for the teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five-stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher an students.
NAMA : ASMAENI
The Total Physical Response
Now that we have had a change to experience a TPR class and to examine its principles and techniques, you should try to think about how any of this will be of use to you in your own teaching. The teacher we observed was using Total Physical Response with Grade 5 children; however, this same method has been used with adult learners and younger children as well.
Ask yourself: Does it make any sense to delay the teaching of speaking the target language? Do you believe that students should not be encouraged to speak until they are ready to do so? Should a teacher overlook certain student errors in the beginning? Which, if any, of the other principles do you agree with?
Would you use the imperative to present the grammatical structures and vocabulary of the target language? Do you believe it is possible to teach all grammatical features through the imperative? Do you think that accompanying language with action aids recal? Would you teach reading and writing in the manner described in this lesson? Would you want to adapt any of the techniques of TPR to your teaching situation? Can you think of any others you would create that would be consistent with the principles presented here
Activities
A. Check your understanding of Total Physical Response
1. asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of this method that are similar to the way children acquire their native language?
2. one of the principles of TPR is that when student anxiety is low, language learning is enhanced. How does this method lower student anxiety?
B. Apply what you have understood about Total Physical Response
1. although the teacher uses imperatives, she does so in a gentle, pleasant way, the way a parent would (usually) do with a child. Her voice, facial expression, and manner are kind. Practice giving the commands in this chapter in this way.
2. a lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
3. in the action sequence (operation) that we looked at, the teacher had the students pretend to write and mail a letter. Think of three other common activities which could be used as action sequences in the classroom. Make a list of commands for each one.
NAMA : ASMAENI
Ask yourself: Does it make any sense to delay the teaching of speaking the target language? Do you believe that students should not be encouraged to speak until they are ready to do so? Should a teacher overlook certain student errors in the beginning? Which, if any, of the other principles do you agree with?
Would you use the imperative to present the grammatical structures and vocabulary of the target language? Do you believe it is possible to teach all grammatical features through the imperative? Do you think that accompanying language with action aids recal? Would you teach reading and writing in the manner described in this lesson? Would you want to adapt any of the techniques of TPR to your teaching situation? Can you think of any others you would create that would be consistent with the principles presented here
Activities
A. Check your understanding of Total Physical Response
1. asher believes that foreign language instruction can and should be modeled on native language acquisition. What are some characteristics of this method that are similar to the way children acquire their native language?
2. one of the principles of TPR is that when student anxiety is low, language learning is enhanced. How does this method lower student anxiety?
B. Apply what you have understood about Total Physical Response
1. although the teacher uses imperatives, she does so in a gentle, pleasant way, the way a parent would (usually) do with a child. Her voice, facial expression, and manner are kind. Practice giving the commands in this chapter in this way.
2. a lot of target language structures and vocabulary can be taught through the imperative. Plan part of a TPR lesson in which the present continuous tense, or another structure in the target language, is introduced.
3. in the action sequence (operation) that we looked at, the teacher had the students pretend to write and mail a letter. Think of three other common activities which could be used as action sequences in the classroom. Make a list of commands for each one.
NAMA : ASMAENI
The Audio-Lingual Method
The Audio-Lingual Method, like the Direct Method we have just examined, is also an oral approach.
The Audio-Lingual Method drills student in the use of grammatical sentence patterns.
The students are attentively listening as the teacher is presenting a new dialog, a conversation between two people.
The students know they will be expected to eventually memorize the dialog the teacher is introducing.
All of the teacher’s instructions are in English.
Sometimes, the teacher uses actions, pictures, or realia to convey meaning, but not one word of the students’ native language is uttered.
The teacher says, ‘Very good,’ when the students answer correctly.
New vocabulary is introduced through the lines of the dialog; Vocabulary is limited.
Students are given no grammar rules; grammatical points are taught through examples and drills.
A comparison between The Audio-Lingual Method and The Silent Way
The Audio-lingual Method
The teacher uses the target language and action, picture, and realia are used to give meaning otherwise. The language teacher introduces the dialog by modeling it two times; the teacher introduces the drills by modeling the correct answers; at the other times, the teacher corrects mispronunciation by modeling the proper sounds in the target language. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated the stronger the habit and the greater the learning. vocabulary is limited. The students will learn vocabulary afterward. The students are given no grammar; grammatical points are taught through examples and drills.
The silent way
the teacher teaches something without say anything. The teacher should start with something the students already know and build from that to the unknown. The teacher uses gestures to show the students everything. Language is not learned by repeating after a model. The students need to develop their own ‘inner criteria’ for correctness –to trust and to be responsible for their own production in the target language.
NAMA : ASMAENI
The Audio-Lingual Method drills student in the use of grammatical sentence patterns.
The students are attentively listening as the teacher is presenting a new dialog, a conversation between two people.
The students know they will be expected to eventually memorize the dialog the teacher is introducing.
All of the teacher’s instructions are in English.
Sometimes, the teacher uses actions, pictures, or realia to convey meaning, but not one word of the students’ native language is uttered.
The teacher says, ‘Very good,’ when the students answer correctly.
New vocabulary is introduced through the lines of the dialog; Vocabulary is limited.
Students are given no grammar rules; grammatical points are taught through examples and drills.
A comparison between The Audio-Lingual Method and The Silent Way
The Audio-lingual Method
The teacher uses the target language and action, picture, and realia are used to give meaning otherwise. The language teacher introduces the dialog by modeling it two times; the teacher introduces the drills by modeling the correct answers; at the other times, the teacher corrects mispronunciation by modeling the proper sounds in the target language. The students repeat each line of the new dialog several times. Language learning is a process of habit formation. The more often something is repeated the stronger the habit and the greater the learning. vocabulary is limited. The students will learn vocabulary afterward. The students are given no grammar; grammatical points are taught through examples and drills.
The silent way
the teacher teaches something without say anything. The teacher should start with something the students already know and build from that to the unknown. The teacher uses gestures to show the students everything. Language is not learned by repeating after a model. The students need to develop their own ‘inner criteria’ for correctness –to trust and to be responsible for their own production in the target language.
NAMA : ASMAENI
The Direct Method
INTRODUCTION
The Direct Method has one very basic rule: no translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to students’ native language (Diller 1978).
EXPERIENCE
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the United states in the front of the classroom. The lessons is entitled ‘looking at a map.’ As the students are called on one by one, they read a sentence from the reading passage at the beginning of the lesson.
THINKING ABOUT THE EXPERIENCE
The principles of the Direct Method that can be inferred from our observations will be listed in the column on the right.
REVIEWING THE PRINCIPLES
Now let us consider the principles of the Direct Method as they are arrange in answer to the some questions posed earlier:
What are some characteristics of the teaching/learning process?
In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, picture, or pantomime ; he never translates it into the student’ native language. Students speak in the target language a great deal and communicate as if they were in real situations.
How is language viewed? How is culture viewed?
They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language.
REVIEWING THE TECHNIQUES
The following expanded review of techniques provides you with some details which will help you do this.
Reading aloud
Students take turns reading section of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Conservation practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structrure.
Dictation
The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
CONCLUSION
Now that you have considered the principles and the techniques of the Direct Method somewhat, see what you can find of use for your own teaching situation.
NAMA : ASMAENI
NPM : 10607014
KELAS : 3 SA 02
The Direct Method has one very basic rule: no translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to students’ native language (Diller 1978).
EXPERIENCE
The teacher is calling the class to order as we find seats toward the back of the room. He has placed a big map of the United states in the front of the classroom. The lessons is entitled ‘looking at a map.’ As the students are called on one by one, they read a sentence from the reading passage at the beginning of the lesson.
THINKING ABOUT THE EXPERIENCE
The principles of the Direct Method that can be inferred from our observations will be listed in the column on the right.
REVIEWING THE PRINCIPLES
Now let us consider the principles of the Direct Method as they are arrange in answer to the some questions posed earlier:
What are some characteristics of the teaching/learning process?
In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, picture, or pantomime ; he never translates it into the student’ native language. Students speak in the target language a great deal and communicate as if they were in real situations.
How is language viewed? How is culture viewed?
They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language.
REVIEWING THE TECHNIQUES
The following expanded review of techniques provides you with some details which will help you do this.
Reading aloud
Students take turns reading section of a passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear.
Conservation practice
The teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structrure.
Dictation
The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time he reads the passage phrase by phrase, pausing long enough to allow students to write down what they have heard. The last time the teacher again reads at a normal speed, and students check their work.
Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.
CONCLUSION
Now that you have considered the principles and the techniques of the Direct Method somewhat, see what you can find of use for your own teaching situation.
NAMA : ASMAENI
NPM : 10607014
KELAS : 3 SA 02
Saturday, 3 April 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.
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.
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.
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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