兒英二 兒英二 109614008 109614008 黃如惠黃如惠玩遊所 玩遊所 9434019 9434019 蘇子斌蘇子斌

兒英二 兒英二 109614018 109614018 潘鈺涵潘鈺涵兒英二 兒英二 109614004 109614004 王香勻王香勻兒英二 兒英二 109614022 109614022 陳怡安陳怡安

DesuggestopediaDesuggestopedia

Desuggestopedia has been Desuggestopedia has been called an affective-humanistic called an affective-humanistic

approach.approach.Ruby Ruby 黃如惠黃如惠

Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia

The originator of The originator of

DesuggestopediaDesuggestopediaGeorgi Lozanov.Georgi Lozanov.

A Bulgarian psychiatrist A Bulgarian psychiatrist and educator.and educator.

” ” Learning is a matter of Learning is a matter of attitude, not aptitude.”attitude, not aptitude.”

Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic Manual

Main ideaMain idea

Key Elements of De-SuggestopediaKey Elements of De-Suggestopedia：：

1.1.Rich sensory learning environmentRich sensory learning environment

2.2.Positive expectation of successPositive expectation of success

3.3.Varied range of methodsVaried range of methods

Georgi Lozanov(1988),Foreign Language Teacher's Suggestopedic Manual

Main ideaMain idea

Four Stages of De-SuggestopediaFour Stages of De-Suggestopedia ：：

1.1. PresentationPresentation

2.2. First Concert - "Active Concert“First Concert - "Active Concert“

3.3. Second Concert - "Passive Review“Second Concert - "Passive Review“

4.4. PracticesPracticesGeorgi Lozanov(1988),Foreign Language Teacher's Suggestopedic Manual

The main principles of The main principles of DesuggestopediaDesuggestopedia

1)1) In an atmosphere of play, the In an atmosphere of play, the conscious attention of the learner conscious attention of the learner does not focus on linguistic forms, does not focus on linguistic forms, but rather on using the language.but rather on using the language.

2)2) Students can learn from what is Students can learn from what is present in the environment. present in the environment. (Peripheral learning) (Peripheral learning)

Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia

3)3) Fine art provides positive Fine art provides positive suggestions for students. suggestions for students.

4)4) Errors are corrected gently and Errors are corrected gently and indirectly. indirectly.

The main principles of The main principles of DesuggestopediaDesuggestopedia

Ibrahim S. M. AlFallay(2008), English Course 406.6 Suggestopedia

5)5) The teacher should integrate The teacher should integrate indirect positive suggestions into indirect positive suggestions into the learning situation.the learning situation.

The main principles of The main principles of DesuggestopediaDesuggestopedia

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 Reviewabout

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

Study Major independentvariables

Controlgroup

Randomallocation

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, musicoral intonation

yes yes Limited support

Table 1:The results of studies utilising relaxation as a major independent variable

B. Dipamo and R. F. S. Job(1991), Australian Journal of Educational Technology 1991, 7(2), 127-143. University of Sydney

Music

Study Major independentvariables

Controlgroup

Randomallocation

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

Table 2: The results of studies utilising music as a major independent variable

Concluding Comments

• Good atmosphere.

• Trust and Respect.

• Build up confidence.

ReviewReviewReviewReview

• 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

Process

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。

• 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

Role of Teachers and Students

ConclusionConclusionConclusionConclusion

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 ~