Transcript Desuggestopedia

兒英二 109614008 黃如惠
玩遊所 9434019 蘇子斌
兒英二 109614018 潘鈺涵
兒英二 109614004 王香勻
兒英二 109614022 陳怡安
Desuggestopedia
Desuggestopedia has been called an
affective-humanistic approach.
Ruby 黃如惠
Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia
The originator of
Desuggestopedia
Georgi Lozanov.
A Bulgarian psychiatrist
and educator.
” Learning is a matter of
attitude, not aptitude.”
Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic
Manual
Main idea
Key Elements of De-Suggestopedia：
1.Rich sensory learning environment
2.Positive expectation of success
3.Varied range of methods
Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic
Manual
Main idea
Four Stages of De-Suggestopedia：
1. Presentation
2. First Concert - "Active Concert“
3. Second Concert - "Passive Review“
4. Practices
Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic
Manual
The main principles of
Desuggestopedia
1) In an atmosphere of play, the
conscious attention of the learner
does not focus on linguistic forms,
but rather on using the language.
2) Students can learn from what is
present in the environment.
(Peripheral learning)
Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia
The main principles of
Desuggestopedia
3) Fine art provides positive
suggestions for students.
4) Errors are corrected gently and
indirectly.
Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia
The main principles of
Desuggestopedia
5) The teacher should integrate
indirect positive suggestions into
the learning situation.
Diane Larsen-Freeman／著、毛佩琦╱譯、周中天教授╱編審,
英語教學法大全,台北, 師德文教股份有限公司
Literature Review
about
De-Suggestopedia
國立台北教育大學
玩具與遊戲設計研究所
9434019
蘇子斌
Goals and role
• What are the goals of teachers
who use Desuggestopedia?
• What is the role of the teacher?
What is the role of the
students?
Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia
Para-conscious
• “The most efficient way to bring learners’
potentiality into full play is eliminate negative
suggestions in learners’ mind and also
establish “Para-conscious” teaching system.”
• What is “Para-conscious”?
Chastain.K(1988), Developing School Language Skill: Theory and Practice, Florida: Harcourt Brace Jovanovich
詹餘靜(1999),從教學法的沿革談有效的國小英語教學.教師之友第40卷第2,3期
Extend
• Divide the course into three parts, reading
explain, listening oral reading, listening and
speaking with music.
• Having conservations in relaxed atmosphere
and with background music.
• Less assignments, put emphasis on oral
reading, and correcting students’ fault is not
involved.
林壽華(1996), 外語教學概論, 台北市:書林
Relaxation
Table 1:The results of studies utilising relaxation as a major independent variable
Study
Major independent
variables
Control
group
Random
allocation
Results
Biggers & Stricherz,
1976
Relaxation
yes
yes
Negative effect
Martin & Schuster,
1977
Relaxation and
tension induction
yes
yes
No significant
difference
Alexander, 1982
Relaxation, music
no
no
No significant
difference
Gamble et al., 1982
Relaxation, music
yes
yes
Limited support
Johnson, l982
Relaxation
yes
yes
Positive effect
Wagner & Tilney,
1983
Relaxation, music,
"mind-calming"
yes
yes
No significant effect
Render, Hall &
Moon, 1984
Relaxation, music
yes
yes
No significant effect
Zeiss, 1984
Relaxation, music
oral intonation
yes
yes
Limited support
B. Dipamo and R. F. S. Job(1991), Australian Journal of Educational Technology 1991, 7(2), 127-143. University of Sydney
Music
Table 2: The results of studies utilising music as a major independent variable
Study
Major independent
variables
Control
group
Random
allocation
Results
Bordon & Schuster, 1976
Music, breathing, suggestion
positive atmosphere
yes
yes
Positive effect
Schuster & Vincent, 1980
Music
no
no
Positive effect
Alexander, 1982
Music, relaxation
no
no
No significant effect
Gamble et al., 1982
Music, relaxation
yes
yes
No significant effect
Schuster & Mouzon, 1982
Music, suggestion
yes
yes
Positive effect
Stein et al., 1982
Music, imagery
yes
yes
No significant effect
Wagner & Tilney, 1983
Music, relaxation
yes
yes
No significant effect
Render et al., 1984
Music, relaxation
yes
yes
No significant effect
Zeiss, 1984
Music, relaxation,
oral intonation
yes
yes
No significant effect
B. Dipamo and R. F. S. Job(1991), Australian Journal of Educational Technology 1991, 7(2), 127-143. University of Sydney
Concluding Comments
• Good atmosphere.
• Trust and Respect.
• Build up confidence.
Review
Process
• The coordination of brain
• Using variety suggestions
MBA智庫百科:「暗示教學法的基本原則」。網址:
http://wiki.mbalib.com/wiki/%E6%9A%97%E7%A4%BA%E6%95%99%E5%AD%A6%E6%B3%95
Methods
•
Bright and cheerful environment
•
Art strategy
•
英語教學法大全。Diane Larsen-Freeman/著、毛佩琦/譯、周中天教授/編著、台北、師德文教股份有限公司。
Role of Teachers and
Students
• Teacher:
＊Be confident and trustable
＊Afford cheerful atmosphere
• Student:
＊Be relaxed
＊Following instructions easily
論<示教學法在小學英語教學中的運用>江蘇省常熟市虞山園區小學 陸芳
Conclusion
Advantage
• Learning Environment
• Thinking highly of students’ feeling
• Can arouse students’ interests and
potential to memorize
英語教學法大全。Diane Larsen-Freeman/著、毛佩琦/譯、周中天教授/編著、台北、師德文教股份有限公司。
Advantage
• The emphasis of interaction
• The treatments to students’ mistakes
英語教學法大全。Diane Larsen-Freeman/著、毛佩琦/譯、周中天教授/編著、台北、師德文教股份有限公司。
Disadvantage
• Lack of flexibility
• Lack trust to teachers
• Over-emphasized of language use
•
英語教學法大全。Diane Larsen-Freeman/著、毛佩琦/譯、周中天教授/編著、台北、師德文教股份有限公司。
Disadvantage
• Absence of tests
• Differences characteristics between
students
英語教學法大全。Diane Larsen-Freeman/著、毛佩琦/譯、周中天教授/編著、台北、師德文教股份有限公司。
Comment
• Have a positive effects on English
Learning
• Open a new page for English
teaching
1. Suggestopedia and Language Acquisition。W. Jane Bancroft。Gordon and Breach Publishers。
2.The Effects of Suggestopedia in Increasing Foreign Language AchievementElizabeth Robinett。
~Thank You ~