Suggestpedia Method
Write here the name of the Method you are reading
Approach
Theory of Language Theory of Language Learning
Suggestopedia does not present an explicit or detailed theory of language, but the following Learning theory is the core of Suggestopedia:
assumptions can be extracted from the texts: • Learning is accelerated when psychological barriers (fear of failure, limited self-
• Language is largely viewed as vocabulary + grammar rules for organizing that belief, negative associations) are desuggested.
vocabulary. • Human beings normally use only 5–10% of their mental capacity;
(Richards & Rodgers note that the method emphasizes memorization of vocabulary Suggestopedia aims to unlock “reserve capacities.”
pairs.) • Learning depends on suggestion, especially positive suggestion.
• The method stresses lexis, especially large vocabulary lists, rather than contextualized Suggestion works on two planes:
discourse. o Conscious plane: direct language input.
• However, Lozanov also states that students should experience language in “whole o Subconscious plane: environmental factors (music, décor, authority)
meaningful texts” and that learning ultimately aims toward acts of communication, not influence receptivity.
isolated vocabulary. • Learners remember better when instruction comes from an authoritative teacher
• Language used in class often comes from dialogues accompanied by translations, who inspires trust.
suggesting a focus on meaning-making through comprehension. • A relaxed mental state (concert pseudo-passiveness) improves memory and
reduces anxiety.
• Learning should feel effortless, natural, enjoyable, and free from pressure.
Design
Objective Type of Syllabus Learning and teaching Roles
activities
(Only list and mention Learners Teachers Instructional Materials
them)
• To achieve advanced • A dialogue-based • Concert readings • Must adopt a • Serve as an • Direct materials:
conversational syllabys: (slow dramatic pseudo-passive authority figure: o Textbook with:
proficiency more o A course lasts 30 reading with music; state: relaxed, confident, long dialogues
quickly than in days, with 10 units, later normal-speed calm, and receptive. dignified, (1,200 words),
conventional each containing a reading) • Are expected to trustworthy. bolded
methods. 1,200-word dialogue. • Listening in reclining trust the teacher • Set the emotional vocab/grammar,
• To enable students to o Each dialogue chairs with Baroque completely. climate and side-column
memorize large includes bolded or classical music • Should accept manage suggestive translations, short
quantities of vocabulary/grammar, • Discussion of infantilization: factors. notes/commentary
vocabulary parallel translation, dialogue content playfulness, • Control: o Recordings for
effortlessly. and comments. o music concert sessions
Chart developed by Esteban Zárate MA in TEFL based on Richards& Rodgers (201) Approach, Design and Procedure methodological perspective Métodos y Enfoques en la Enseñanza del Inglés Aug-Jan
• To remove self- • The syllabus is lexically • Imitation, question– spontaneity, o pacing • Indirect materials
imposed limitations heavy, organized answer practice reduced inhibition. o tone and (essential):
and encourage full around: • Vocabulary review • Participate in: rhythm of o Bright, colorful
use of mental o extensive vocabulary and elaboration o role-playing reading classroom décor
reserves. lists • Role plays and o singing o the emotional o Travel posters and
• To create a positive, o grammatical dramatization o movement atmosphere grammar posters
confidence- commentary • Creation of activities • Provide direct and o Comfortable
enhancing learning o supplementary imaginary o dramatic indirect reclining chairs
experience. stories or essays biographies / readings suggestions (“You arranged in a
• To promote • Units follow a 3-day identities • Do not analyze or can do this… circle
spontaneous, playful, cycle: • Games, songs, consciously study; learning is easy”). o Classical music
uninhibited 1. Introduction of singing while using instead, allow • Must maintain: (especially
communication. dialogue + two rhythm instruments learning to “flow.” o precision in Baroque largo)
concert readings • Creative activities procedure o Fine arts posters,
2. Primary elaboration (skits, o confident classical paintings
3. Secondary dramatizations, posture o Props: hats,
elaboration storytelling) o solemn attitude masks, rhythm
• Micro-studies o modest instruments, toys
(grammar/vocab enthusiasm
questions) • Give gentle
• Macro-studies (role corrections, never
play, broader confrontational.
communicative
tasks)
Procedure
Classroom Techniques and practices
• Three-part lesson structure:
1. Pre-session / introduction
o Discuss dialogue content; browse the text; note bolded items.
o Students relax and prepare mentally.
2. Concert Session (Receptive Phase):
o First concert:
▪ Slow dramatic reading synchronized with Baroque music.
▪ Students follow along in the parallel text.
o Second concert:
Chart developed by Esteban Zárate MA in TEFL based on Richards& Rodgers (201) Approach, Design and Procedure methodological perspective Métodos y Enfoques en la Enseñanza del Inglés Aug-Jan
▪ Normal-speed reading with different classical music.
▪ Students listen without following the text.
3. Activation Phase:
o Dramatic re-reading of dialogue in different emotional tones (sad, angry, cheerful).
o Role plays, improvised scenes.
o Games, singing, movement activities.
o Question–answer drills; translation requests.
o Creative interpretation of characters.
• Students may briefly read over the dialogue before sleep and upon waking (optional, not homework).
• Course ends with a performance (play) built from course material.
Chart developed by Esteban Zárate MA in TEFL based on Richards& Rodgers (201) Approach, Design and Procedure methodological perspective Métodos y Enfoques en la Enseñanza del Inglés Aug-Jan