BACKGROUND

Suggestopedia, also known as Desuggestopedia, is a teaching method consisting of a set of

learning recommendations used to optimize the way in which students learn a language.
Developed by the Bulgarian psychiatrist-educator Georgi ozanov, Suggestopedia derived from
Suggestology! a science focused on the systematic study of the non-conscious influences people
permanently respond to.
Some of the main characteristics proposed by this method to achieve successful language
learning concentrate on the arrangement, furniture and decoration of the classroom, as well as on
the authoritative behavior of the teacher and music
.
ozanov claims "memorization in learning by suggestopedic method seems to be accelerated #$
times over that in learning by conventional methods%. &n fact, he sees such dramatic results in its
use that he believes suggestology would be useful in every sector of public life.
'rom yoga and Soviet psychology, ozanov has borrowed and modified techni(ues for altering
states of consciousness and concentration, and the use of rhythmic breathing.
)a*or role of music and musical rhythm to learning complete this kind of therapy working method
since music rela+es learners and introduces the presentation of linguistic material.
APPROACH: THEORY OF LANGUAGE AND LEARNING
,he emphasis on memorization of vocabulary pairs - a target-language item and its
native translation - suggests a view of language in which le+is is central and in which le+ical
translation rather than conte+tualization is stressed.
ozanov does occasionally refer to the importance of e+periencing language material in "whole
meaningful te+ts% and notes that a suggestopedic course directs "the students not to vocabulary
memorization and ac(uiring habits of speech, but to the acts of communication%.
&n describing course work and te+t organization ozanov refers most often to the language to be
learned as "the material%. ",he new material that is to be learned is read and recited by a well-
trained teacher%.
Suggestion is at the heart of the theory of learning underlying Suggestopedia. ozanov
distinguishes his theory of suggestion from the narrow clinical concept of hypnosis and other
forms of mind control since these other forms lack "a dessugestive-suggestive sense%.
,here are si+ principal theoretical components through which dessugestion and suggestion
operate and that set up access to reserves.
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4eople remember best and are most influenced by information coming from an authoritative
source. 5ommitment to the method, self-confidence, personal distance, acting ability, and a
highly positive attitude give the teacher an authoritative air.
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.uthority is also used to suggest a teacher-student relation like that of parent to child. &n the
child8s role the learner takes part in role playing, games, songs, and gymnastic e+ercises that
help "the other student regain self-confidence, spontaneity and receptivity of the child%
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,he learner learns not only from the effect of direct instruction but from the environment in which
the instruction takes place. ,he bright d:cor of the classroom, the musical background, the shape
of the chairs, and the personality of the teacher are considered as important in instruction as the
form of the institutional material itself.
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Both intonation and rhythm are coordinated with a musical background. ,he musical background
helps to induce a rela+ed attitude, which ozanov refers to as concert pseudo-passiveness. ,his
state is said to be optimal for learning! while an+ieties and tension are relieved, power of
concentration for new material is raised.
DESIGN
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,he main aim is to deliver advanced conversational proficiency (uickly. ozanov said that =the
main aim of teaching is not memorization, but the understanding and creative solution to
problems= >ozanov ?@ABC#$?D
,09 S3.B/S
,he course is held in EF days and contains ?F units. &t is organized in G hours a day, H days a
week.
9ach unit consists of a dialogue activity consisting of ?,#FF words which has a vocabulary list and
a grammatical comment attached to it.
,here is a pattern of work within each unit and for the whole course. Dialogues are graded by
le+is and grammar.
&n the middle of the course students use the target language in every day situations and by the
end of the course students are e+pected to perform a play based on the material studied. Iritten
tests are given throughout the course and are taken into account at the end of it.
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,here are a variety of activities such as imitation, (uestion and answer and role-play. ,he ones
that are original to suggestopedia are the listening activities during the lesson.
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Students volunteer for a suggestopedic course. ,hey have to be committed to the class and its
activities.
Smoking and drinking are prohibited or discouraged in class and around the school during the
course. ,hese help students to maintain a mental state ready for learning.
Students must focus on the material given.
earners know the absolute authority of the teacher. &n addition to this, they have to tolerate and
encourage their own =infantilization=
earners are given a new name to use during the course. ,hey are divided in groups of learners
ideally socially homogeneous. ,welve in number, divided e(ually between men and women.
,hey sit in a circle in order to let them have a face-to-face e+change and activity participation.
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ozanov lists several e+pected teacher behaviorsC
?. Show absolute confidence in the method.
#. Display fastidious conduct in manners and dress.
E. 1rganize properly and strictly observe the initial stages of the teaching process >KD
G. )aintain a solemn attitude towards the session.
$. Give tests and respond tactfully to poor papers.
H. Stress global >KD attitudes towards material.
A. )aintain a modest enthusiasm.
>ozanov ?@ABC #A$-HD
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,here are two kinds of instructional materialsC direct support materials >primarily te+t and tapeD
and indirect support materials >classroom fi+tures and musicD.
,e+t books should have emotional force, literary (uality, and interesting characters.
=,raumatic themes and distasteful le+ical materials should be avoided= >ozanov ?@ABC#ABD.
,he learning environment plays a central role in Suggestopedia. ,hat is, the appearance of the
classroom >bright and cheeryD, the furniture >reclining chairs arranged in a circleD and the music
>Baro(ue largoD.
PROCEDURE
,he procedure of a typical class of Suggestopedia might consist of several partsC
1ral review section or 4reludeC &n this phase a review of the previous contents that have
been learned takes place. . discussion is made between the teacher and the students. ,he
teacher then proceeds to pre teach what is going to be introduced.
'irst concert readingC 6ew material is introduced. ,he teacher plays classical music
>Baro(ue musicD and reads the te+t book as the students follow himLher on theirs. &t is very
important to use appropriate pronunciation and intonation in order to generate the right
clima+ for the class.
DecodingC .c(uisition of the language presented on the te+t is propitiating. ,he teacher is
supposed to give e+planations in this phase. <okes are very important also, in order to
make the students feel more comfortable.
.ctivationC Games phase, including ball games, body movement, competitions, etc. ,hose
reinforce what they have learned before. 9.g.! Iork on pronunciation.
2ela+ation concertC 'inal part of the Suggestopedia class. 4laying the Baro(ue music
again, students take their time to rela+, breath and stretch in order to retain all the
information. 'inally they leave the class slowly. ,his is what Suggestopedia is best known
for.
CONCLUSION
,o learn a second language using the Suggestopedia method re(uires an atmosphere that is
comfortable and rela+ing. Students learn best when techni(ues such as art and music are added
to the learning process. ,his method focuses on the environment and the development of the
brain capacity.
,he main characteristics of this method areC how to believe in the power of the brain, playing soft
music to make students rela+, making classrooms as comfortable as possible for students,
decorate the classroom with peripheral aids. .nother important characteristic of Suggestopedia is
to encourage learners to assume new target language identities, employing role-playing activities.
Suggestopedia has had its critics. .n important one we should mention is that for making use of
this method, teachers face some troubles! music and comfortable chairs are not available at
times...
)oreover, this method is an attempt to teach memorization techni(ues and does not aim at
comprehensive skills.
6evertheless, we consider that this method is a very good one, the use of it combined with some
others such as ,42 could have great and efficient results.