Desuggestopedia
DESUGGESTOPEDIA
PINAR
SUBTITLES
SKILLS AND AREAS EMPHASIZED
FLUENCY OR ACCURACY
ROLE OF STUDENTS’ NATIVE LANGUAGE
FEELING TREATMENT
TEACHER’S RESPOND TO STUDENT ERRORS
EVALUATION IN DESUGGESTOPEDIA
PERIPHERAL LEARNING
THE SYLLABUS
LIMITATIONS OF DESUGGESTOPEDIA
LANGUAGE AREAS AND LANGUAGE SKILLS EMPHASIZED
Vocabulary is emphasized. Claims about the success of the method often focus on the
large number of words that can be acquired. Grammar is dealt with explicitly but minimally.
In fact, it is believed that students will learn best if their conscious attention is focused not on
the language forms, but on using the language. The paraconscious’ mind will then absorb the
linguistic rules.
Speaking communicatively is emphasized. Students also read in the target language (texts,
dialogs) and write (imaginative compositions). (Larsen-Freeman , 2000 , p. 83).
The objectives of Desuggestopedia are to deliver advanced conversational proficiency
quickly. It bases its learning claims on students mastery of enormous lists of vocabulary.
Lozanov (1978) emphasizes, however , that increased memory power is not an isolated skill
but is a result of positive, comprehensive stimulation of personality.
FLUENCY OR ACCURACY
Fluency is more important in desuggestopedia. Desuggestopedia does not give too much
emphasis to grammar. Grammar is taught inductively rather than deductively. Also students
learn grammar
PINAR
SUBTITLES
SKILLS AND AREAS EMPHASIZED
FLUENCY OR ACCURACY
ROLE OF STUDENTS’ NATIVE LANGUAGE
FEELING TREATMENT
TEACHER’S RESPOND TO STUDENT ERRORS
EVALUATION IN DESUGGESTOPEDIA
PERIPHERAL LEARNING
THE SYLLABUS
LIMITATIONS OF DESUGGESTOPEDIA
LANGUAGE AREAS AND LANGUAGE SKILLS EMPHASIZED
Vocabulary is emphasized. Claims about the success of the method often focus on the
large number of words that can be acquired. Grammar is dealt with explicitly but minimally.
In fact, it is believed that students will learn best if their conscious attention is focused not on
the language forms, but on using the language. The paraconscious’ mind will then absorb the
linguistic rules.
Speaking communicatively is emphasized. Students also read in the target language (texts,
dialogs) and write (imaginative compositions). (Larsen-Freeman , 2000 , p. 83).
The objectives of Desuggestopedia are to deliver advanced conversational proficiency
quickly. It bases its learning claims on students mastery of enormous lists of vocabulary.
Lozanov (1978) emphasizes, however , that increased memory power is not an isolated skill
but is a result of positive, comprehensive stimulation of personality.
FLUENCY OR ACCURACY
Fluency is more important in desuggestopedia. Desuggestopedia does not give too much
emphasis to grammar. Grammar is taught inductively rather than deductively. Also students
learn grammar
References: Larsen-Freeman,D. (2000). The techniques and principles in language teaching. New York: Oxford University Press. Lozanov, G. (1978). Suggestology and outlines of suggestopedy. Philadelphia: Gordon and Breach. Richards, J. and Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Brown, H. D. (2001). Teaching by principle: an interactive approach to language pedagogy. San Fransisco: Longman. Priyatmojo, S. A. (2009). Suggestopedia as a method for teaching speaking for young learners in a second language classroom.