The Desuggestopedia

The Desuggestopedia

Introduction
In order to make better use of our reserved capacity, the limitation we think we have need to be ‘desuggested’. Desuggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students eliminated the feeling that they can not be successful or the negative association they have toward studying and, thus, to help them overcome barriers to learning. One of the way the students’ mental reserves are stimulated is through integration of the fine arts, an important contribution to the method made by Lezanov’s colleague Evelyna Gateva.

The Principles
1.What are the goals of teacher who use it?
Each students learns to use a foreign language for everyday communication, learning the situation and using techniques to active speaking foreign language.
2.What is the role of the teacher and students?
The students must respect and trust the teacher.
3.What are some characteristics of the teaching/learning process?
A Desuggestopedic course is constructed in a class room which is bright and cheerful. Students select target language names and choose new occupations.
4.What is the nature of students-teacher and students-students interactions?
The teacher initiates interaction with the whole group of the students and with individual right from the beginning of a language course.
5.What are the feeling o the students dealt with?
A great deal of attention is given to students’ feeling in this method. One of fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language.
6.What is language and culture viewed?
Language is the first of two planes in the 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 and skill are emphasized?
Vocabulary is emphasized. Grammar is dealt with explicitly but minimally. That ‘paraconsciuos’ mind will then absorb the linguistic rules. Speaking communicatively is emphasized. Students also read in the target language and write.
8.What is the role of the students’ native language?
The teacher uses the native language less and less.
9.How is the evaluation accomplished?
Evaluation usually is conducted one students’ normal in class-performance and not through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning.
10.How does the teacher respond the student errors?
Errors are corrected gently, with the teacher using the soft voice.