Engl. 4703 Chapter 6 "Desuggestopedia"
Engl. 4703 Chapter 6 "Desuggestopedia" ENGL 4703
Arkansas Tech University
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This 3 page Class Notes was uploaded by Stephanie Notetaker on Tuesday March 1, 2016. The Class Notes belongs to ENGL 4703 at Arkansas Tech University taught by Dr. Stanley Lombardo in Winter 2016. Since its upload, it has received 22 views. For similar materials see Teaching English as a Second Language in Foreign Language at Arkansas Tech University.
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Date Created: 03/01/16
Desuggestopedia: Chapter 6 Desuggestopedia= Desuggest limitations on learning -Originator: Georgi Lozanov Main idea: Help students eliminate the feeling that they cannot be successful and the negative associations they may have toward studying and thus help them to overcome the barriers to learning. o Stimulate mental reserves through integration of the fine arts o Positive approach Classroom / Setting: bright and colorful cheerful/ positive environment relaxed atmosphere paintings grammar posters: peripheral learning =absorb facts effortlessly Teacher: teacher is the authority in the classroom student must trust and respect him/ her speaks confidently, gives students impression that learning target language is easy and enjoyable positive suggestion: tells them that they will be successful =enhance students’ self- confidence use pantomime to outline meaning Students: get new identities: select target language names and choose new occupations students’ feelings are in the center of this method students should feel relaxed and confident so that they will not need to try hard to learn the language, but it will just come naturally and easily ... (p.79) new identities should help them feel more secure and more open to learning Material: texts / lengthy dialogues (that pertain to everyday life situations) two columns: target language and native language notes on vocabulary and grammar in boldface items in the dialogue rhythmic instruments (songs) using fine arts is important in Desuggestopedia classes Teaching/learning process: o Receptive phase: Teacher presents dialogue during two concerts (classical music) 1. Concert: teacher reads dialogue (dramatic reading), matching voice to the rhythm and pitch of the music. o Ex: Mozart, Bach students follow target language dialogue as the teacher reads it 2. Concert: teacher reads dialogue in normal speed students just listen and relax o Homework suggestion: read text again before sleeping and in the morning after waking up o Active phase students engage in various activities designed to help them gain facility with the new material Ex: games, songs, role plays, etc. Activities: Creative Adaptions= to learn new material and use it spontaneously o Such as: dramatizations role-plays games songs (with miming) dancing Question-and-answer exercises Language focus: Vocabulary Speaking communicatively (dialogues) Grammar only minimally dealt with no formal tests o this would threaten the relaxed atmosphere evaluation through students’ class performance focus on communicative intent, no focus on linguistic form of linguistic message Role of native language: used in translation of dialogue to make the meaning clear teacher uses native language in class if necessary Errors: Errors are corrected gently, using soft voice Advantages: relaxed atmosphere nice environment focus on communication learning in playful manner self-confidence of learners Disadvantages: Is grammar learnt when only being displayed on the wall -> written work? difficult with a large number of students preparation time–write texts(extra positive)–find music that goes with it=creativity absence of test