The Suggestopedia Theory
The study is anchored in the interrelationships of the theories and principles such as the humanistic approach, Maslow’s Motivation Theory, Brain-Based Learning, Khrashen’s Affective Filter and other teaching and learning concepts and principles. The paradigm below shows the interplay of these theories and concepts.
Fig. 1 Theoretical Underpinnings of the Study
The Suggestopedia Method. The Suggestopedia Method was developed by Georgi Lozanov, a Bulgarian educator and Psychotherapist, in 1978.It is also known as Accelerated Learning (Brainware for Creative Learning, 2012). It is considered to be the strangest of the humanistic approaches. Nieves (2012) claimed that suggestopedia places primary importance on the affective dimension of second
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The most important objective of the method is to mobilize the maximum of the learners’ mental potential. This is effectively obtained through suggestion.
Desuggestion is used for unloading the memory banks, or reserves, of unwanted or blocking memories. Suggestion then is used for loading the memory banks with desired and facilitating memories. The combination of both suggestion and desuggestion intends to lower the ‘affective filter’ and optimize the students’ mental potential to learn, aiming at accelerating the process by which they learn to understand and use the target language for communication in a rather spontaneous manner (Walter, 2014).
Modified Suggestopedia. Since the conception of Suggestopedia in 1978, variants of Suggestopedia started to propagate in the world of education. Schuster developed his Accelerative Learning and Teaching (SALT) in North America and was being used in many schools and colleges in Europe and North America (Scovel, 1979). With SALT techniques learning has been found to be faster, more enjoyable, with high retention rates, while the self-concept of the learner is enhanced (Caskey,
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Music is non-invasive, safe and motivating. Human brain likes music; moreover, human bodies entrain to rhythm and physiologically response to music.
A suggestopedic classroom has a soothing ambiance that appeals to the senses, a learning environment with plenty of sensory imagery like pictures and colors. Bancroft (1978) asserted that Suggestopedia regards the learners ' environment as an important factor for learning. Classrooms are therefore supposed to have certain characteristics. A classroom 's decoration is to be pleasant and cheerful while the lighting should be soft and inconspicuous.
The teacher and his attitude toward his students are also important in a suggestopedic classroom. Richards and Bohlke (2011) claimed that the role of the teacher is crucial in developing a classroom atmosphere that encourages and motivates students in their learning Moreover, teachers who can provide motivational experiences in the reading classroom provide students with more opportunities for success (Richardson, Morgan, & Fleener, 2012). In the same way, Nugent in 2009 considered that unadulterated eagerness displayed by the teacher is always a major factor in motivation because it is
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