Suggestopedia
developed by the Bulgerian psychotherapist Georgic Lozanov
used mostly to learn foreign languages
theory applied positive suggestion in teaching when it was developed in the 1970’s.
a port manteau of the words’ suggestion and pedagogy.
most conspicuous feature of suggestopedia is the centrality of music and musical
rhythm to learning.
the extraordinary efficiency described by Hansen seems to refer to a claim by
Lozanav that "Memorization in learning by the Suggestopedic method seems to be
accelerated 25 times over that in learning by conventional methods".
characteristics of suggestopedia are decoration, furniture, and arrangement of the
classroom, the use of music, and the authoritative behaviour of the teacher.
APPROACH
THEORY OF LANGUAGE
Lozanov does not articulate a theory of language. He gives importance in experiencing
language materials in” whole meaningful texts”.
• As home study Lozanov asks to listen to records for the sake of music and foreign
speech. He recommends motivational, lighthearted stories with emotional content
• And in class the focus of a lesson should be dialogue accompanied by music.
• he calls the language to be learn as “material”
• hey suggest that suggestopedia is best for memorizing grammar rules.
Grammar is not studied individually but is to appear spontaneously as a puzzle.
THEORY OF LEARNING
• Suggestion is at the heart of Suggestopedia.
• Six principal theoretical components through which desuggestion(unloading the
memory banks with unwanted or blocking memories) and suggestion (loading memory
banks are reserves with decide and facilitating memories) corporate and that setup access to
all reserves.
1. Authority : people remember information coming from authority
2. Infantilization: Suggesting teacher student relation to be like that of a parent to child
where are the learner takes part in role-playing, games, songs for my gymnast exercises that
helps them gain self confidence.
3. Double planedness: Environment plays a major role. Bright classrooms, musical
background, shape of the chairs, the personality of the teacher are themselves instructional
materials.
4. Intonation, rhythm and concert pseudo passiveness: Tone and rhythm avoids
boredom and gives meaning to linguistic materials.
DESIGN
1. Objectives
"The main aim of teaching is not memorization, but the understanding and creative
solution of problems ", however memorization of vocabulary pairs is an
important goal of suggestopedia.
2. The Syllabus
• It's a 30 day course - consists of 10 units.
• Classes are held 4 hours a day, 6 days a week.
• The central focus of each unit is a dialogue consisting of 1,200 words or
so. The dialogues are graded by lexis and grammar.
• Unit is organised around 3 days.
3. Types of Learning and Teaching Activities
• Imitation
• Question and answer
• Role play
• Listening activities - is more important in
• In the pre-session phase, students discuss the new text with the teacher, and
question answer sessions going on regarding dialogues.
• In the second reading students relax in the chair and listen to the teacher.
( The teacher reads the text in a very interesting way.)
• During the third session the instructor acted out the situation and dramatise it, over a
background of special music form.
4. Learner's Role
• Students volunteer for a suggestopedic course.
• Learner's must not try to figure out, manipulate or study the material
presented but must maintain a pseudo- passive state.
The mental state of learner's is critical to success. The teacher gives them activities
and techniques designed to help them regain self confidence.( like games,
songs etc.)
Group of learners are identically socially homogeneous. 12 in numbers are divided
equally between men and women. Learner's sit in a circle, face to face and
participate in their activities.
5. Teacher's Role
Teacher's should create situations in which learners are more suggestible and then to present
linguistic material in a way most likely to encourage positive reception and
retention by learner's.
Lozanov lists several expected teacher's behaviours.
1. Show absolute confidence in the method.
2. Display fastidious conduct in manner 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.
Teacher's are expected to be skilled in acting, singing and psychotherapeutic techniques -
6. The Role of Instructional Materials
• Direct - text and audio
• Indirect - Music and classroom chairs.
• The text should be organized around ten units.
• Text should have emotional force, literary quality and interesting characters.
• Traumatic themes and distasteful lexical materials should be avoided.
• Each unit governed by a single idea featuring a variety of subthemes.
• Learning environment plays a central role.
