Children learn at a different speed and rate. There is a huge variety of different teaching methods. One of these methods is invented by Georgi Lozanov. His desuggestopedia theory believes in the power of students’ feelings and puts the main focus on them. “The reason for our inefficiency […] is that we set up psychological
barriers to learning: We fear that we will be unable to perform, that we will be limited in our ability to learn, that we will fail.”
At first the change of the name has to be explained. The originator documents his theories on his present homepage:
[…] some not qualified person understood suggestion as a kind of hypnosis. But now with the term desuggestion it is easier to understand that it is not possible to think about hypnosis in suggestopedia. Only freedom of personality, inner freedom.
These are the reasons for changing the name. The only cause were the feelings and ideas of the people who deal with this term. The task of desuggestopedia is to help students to eliminate negative feelings. They do not have to be afraid of answering questions or being unsuccessful. Moreover, they should feel free in the whole learning process.
I agree with the opinion of this method that the reduction of mental barriers causes a strengthened self-confidence and prevents students from thinking about the fear of failure and this leads to a better attitude for learning.
With the help of the information and observations from the Diane Larsen-Freeman book I will present how the “psychological barriers” vanish.
Table of Contents
1. Introduction
2. Reduction of psychological barriers
3. Conclusion
4. Bibliography
Objectives & Research Focus
This work explores the pedagogical approach of Desuggestopedia, focusing on how the systematic reduction of psychological barriers enables more effective and natural language learning by prioritizing student emotions and security.
- The theoretical foundations of Desuggestopedia by Georgi Lozanov.
- The impact of student-teacher trust and emotional atmosphere on learning.
- Practical techniques for de-suggesting barriers, such as music, drama, and role-playing.
- The role of the environment and the elimination of performance pressure.
- The shift from traditional instruction to subconscious learning processes.
Excerpt from the Book
Specific activities how to reduce the barriers:
“The teacher gives the students the impression that learning the target language will be easy and enjoyable.” The teacher starts in the beginning lessons with easy tasks. For example, the students have to choose a new name in the target language and invent a suitable biography. They talk to each other and tell them something about the invented characters. After training this game for a while they have to read a text in the target language but as a help there is a translation and some hints for the students. The teacher reads the text in different ways with music in the background to help the students to be more relaxed. Then it is their turn. They read the text with different emotions. The teacher stops after some repetitions.
There are more techniques to desuggest the students’ barriers. Teachers can use songs and instruments to make students more open. Movement helps to relax the muscles and to chase away their stress. Then positive emotions can develop in their minds. In this method pressure does not exist and this leads to more positive suggestions. Therefore, the teacher has to choose supporting texts because they suggest positive feelings. The teacher should try to encourage the students to use their imagination. Their fantasy reduces barriers. If they use the material during a game or a play they will be more open.
Summary of Chapters
1. Introduction: This chapter introduces the core concept of Desuggestopedia and explains the importance of overcoming psychological barriers for efficient language learning.
2. Reduction of psychological barriers: This section details the pedagogical methods used to build trust, create a relaxed classroom environment, and utilize creative techniques to minimize student anxiety.
3. Conclusion: This chapter provides a final evaluation of the Desuggestopedia method, confirming the effectiveness of prioritizing student feelings and the creative, indirect nature of the approach.
4. Bibliography: This section lists the academic sources and references used to support the analysis of the method.
Keywords
Desuggestopedia, Georgi Lozanov, psychological barriers, language learning, student emotions, trust, classroom environment, communicative suggestion, de-suggesting, mental power, self-confidence, relaxation, creative techniques, foreign language instruction, pedagogical methods.
Frequently Asked Questions
What is the primary focus of this work?
The work examines the Desuggestopedia method, specifically investigating how the reduction of psychological barriers facilitates a more effective language learning process.
What are the central themes of the document?
The central themes include the emotional connection between teacher and student, the creation of a supportive learning environment, and the use of art and play to lower inhibitions.
What is the core objective of the research?
The objective is to explain how Desuggestopedia transforms language learning by replacing traditional academic pressure with positive suggestion and subconscious stimulation.
Which methodology is employed in this study?
The work utilizes a descriptive analysis based on observations and theories regarding Desuggestopedia, primarily referencing the work of Georgi Lozanov and Diane Larsen-Freeman.
What topics are covered in the main section of the book?
The main section covers the psychological principles of the method, the importance of teacher-student rapport, and specific practical activities like role-playing and music-assisted learning.
Which keywords best describe this research?
Key terms include Desuggestopedia, psychological barriers, emotional learning, communicative suggestion, and pedagogical innovation.
How does the teacher's role change in this method?
The teacher acts as an authority figure who manages the classroom atmosphere to foster trust and security rather than acting as a strict instructor or examiner.
Why is the concept of "identity" important in Desuggestopedia?
By allowing students to assume new identities and biographies, they become less self-conscious and more willing to experiment with the target language without fear of personal failure.
- Quote paper
- Theresa Roth (Author), 2005, Desuggestopedia - The Reduction of Psychological Barriers, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/181360
