Related methods

Blaine Ray, a Spanish language teacher, added stories to TPR to help students acquire non-physical language creating the foundation of the method known as Teaching Proficiency through Reading and Storytelling (TPRS)

11. Give the background of Suggestopedia. describe it in terms of approach, design and procedure. Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. STP was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. is based on the psychiatric report of the effect of unconsciousness on people, yoga, and Soviet psychology.Lozanov introduced the contention that students naturally set up psychological barriers to learning - based on fears that they will be unable to perform and are limited in terms of their ability to learn. Lazanov's method of Suggestopedia seeks to help learners eliminate psychological barriers to learning.

It is based on the theory that the human brain can process information most efficiently in a relaxed state. The learners’ L1 does not have an important role in the classroom. The teacher creates a relaxing environment by playing classical music to help the brain process information. Teachers read texts to learners to help them absorb the language. Learners should only relax and listen to the music and the text – they should not study or make any effort to learn. Information is sequenced according to grammatical structures and vocabulary. In a typical Suggestopedia lesson, learners sit in comfortable chairs in the classroom. The teacher begins by playing music to relax learners and prepare the brain for information about the target language. The teacher may ask learners to close their eyes and imagine a pleasant image or read a text while learners listen. Learners may also listen to dialogs. The teacher is responsible for helping students relax and then giving them linguistic information. The role of the learner is very passive – they only listen or read – and with this information the brain begins to analyze information about the language. Information in a Suggestopedia course is

sequenced according to grammar structures. Suggestopedia is difficult to use in most teaching contexts.

There are few classrooms that have comfortable chairs and soft music without interruptions. Additionally, it is difficult to recognize or evaluate linguistic progress because learners are passive. In a relaxing atmosphere with carpeted floor, easy chairs and classic music – Baroque, integrated the use of music, the element of lecture and theater, through the reputation of the method and the instructor, students’ language competence, confidence and wills to communicate are reinforced.Students are encouraged to be as “childlike” as possible, yielding all authority to the teacher.

Every student is provided a new name and a new role within the target language on the first day of class. They live with a new identity rather than struggle with a foreign language. The new names also contain phonemes from the target language culture that learners find difficult to pronounce.

The dialogues are presented to the students in three phases: explicative reading, intonational reading, concert. Students engage in interaction activities to review the material and involve new utterances as much as possible.The teacher maintains a solemn attitude towards the session and shows absolute confidence in the method.

Teacher roles. The primary role of the teacher is to create situations in which the learner is most suggestible and then to present linguisitic material in a way most likely to encourage positive reception and retention by the learner.

Lozanov lists several expected teacher behaviors that contribute to these presentations.

1. Show absolute confidence in the method.

2. Display fastidious conduct in manners and dress.

3. Organize properly and strictly observe the initial stages of the teaching process — this includes choice and play of music, as well as punctuality.

4. Maintain a solemn attitude towards the session.

5. Give tests and respond tactfully to poor papers (if any).

6. Stress global rather than analytical attitudes towards material.

7. Maintain a modest enthusiasm.