7 Researched References - hgunn.uk

                                                                                                 Next Page>>>

This is an overview of desuggestopedia with researched evidence.

The research evidence is legal.


DeSuggestopedia

      The evidence is due Suggestopedia is a pseudo-science.

      The payment only valid second teaching method is professional teaching.


        The 1970 deSuggestopedia method is not a proven teaching, language learning method. Wikepedia refers to research indicating that it is psuedo-science. There is overwhelming evidence that it is.

         
          The fundamental problem with teaching a second language is that it is a basic skill.  We are now living in the age of the cognitive scientist and neuroscientists. There are no miracle methods of learning any language. It is virtually impossible for anyone to offer high quality second language tutoring without undertaking intensive teacher training.

       The public fail to understand that professional teaching is researched based. It is a proven methods that is practiced by millions of teachers every day across the developed world. The concept of professional teaching is non-negotiable.

         There is whole range of eccentric second language learning methods that allow those who do not have a clue how to teach to employ. Lazanov, who invented deSuggestopedia work is primarily based on developing the positive attitudes towards learning. Second language teaching resembles maths in that it makes fast demands on working memory and this is why learners find it so difficult to learn them.

        There are university second language authorities. Coleman and Klapper (2006) in their researched book on university second languages contended that junior academics tutors would benefit from learning from professional teachers. They are teaching academic students not community learners.

           deSuggestopedia is based on the assumption that if learners are made more relaxed they will learn more effectively. This cannot be questioned, but the improvements will not be huge.
The most effective way to resolve learners learning anxiety is to provide them with high quality teaching  through offering learners a properly structured learning experiences.

       Howard has taught adults with learning difficulties. It is one of the most challenging tasks a teacher can do. He did not need to entertaining learners. Hunter and Turner honest Welsh language tutors warned about Welsh tutors making lessons fun.

             Professor Susan Halan is an authority on music cognition. Music does have some benefits on children's cognitive development. There is no evidence's listening to music improves memorisation of language. What was referred to as the Mozart effect has been discredited. It only referred spatial learning not word learning. It certainly does not allow a ridiculous amount of learning to take place.

            The notion that adults should be reduced to attract childlike state has no cognitive validity. Professor John Sweller refers to the fact that very young children learn languages naturally. They are biologically primed to learn oral language. It referred to bilogically primary learning. Most other learning is biologically secondary.

      There is a notion that languages can poured into learners like petrol into a tank. It was what confisus referred to as feed the duc method of learning. Rote teaching has been described as being like filling a leaky bucket full of sand. Words are facts. 50% of facts are lost within a hour of learning them.

     Leaners can pick up grammar or words subsciously through memorising phrases. They need to be conscientiously learned.

           There is no evidence Lazanov's work in the academic literature. His methods date back to 1970s. Coleman and Klapper (2005) in their research book on university second language tutoring that has 22 leading authorities contributing to the deSuggestopedia has no validity. They referred to was students sitting in armchairs and they are argued that there were better ways of relieving anxiety.

           The fact that students are required to express what they have learned through acting, songs, and games appears to amount to 'gimmicks' aimed at entertaining learners. It is a process of making lessons fun by tutors who cannot tutor.

     Hunter and Turner honest Welsh tutors warned about tutors making learning fun so they can entertain their learners. The most effective means of entertain learners who pay their hard earned money and hundreds of hours of work is to offer them quality learning support and structured learning experiences.

        What is amazing feature of deSuggestopedia according to Wikipedia is that learners are only expected to learn through speaking and reading. This is professionally referred to as mouthing words and barking at print. Nothing is taught to learners. Tutors are expected to do all the work. They are paying tutors to give them the homework.
 
     Rowntree one said that some teachers have twenty years of teaching experience and others experience of teaching the same thing twenty times. deSuggestopedia have been teaching nothing for twenty years.
         
           It is not really surprising dated Y-tube interview of last of the late Lazanov that a teacher somewhere in the world on the Y-tube podcast refers to being threatens to be dismissed for practising the method with children. Any registered teacher in the United Kingdom who practice the method that Lazanov advocates would be struck off for incompetence. It is not a proven method. It does not refer to proven research.
                                                                    Next Page>>>


Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nullam porttitor augue a turpis porttitor maximus. Nulla luctus elementum felis, sit amet condimentum lectus rutrum eget.

PLEASE READ.pdf
WIKEPEDIA DESuggertopedia.pdf

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nullam porttitor augue a turpis porttitor maximus. Nulla luctus elementum felis, sit amet condimentum lectus rutrum eget.

LEGAL EVIDENCE.pdf

Referencest.
 
John Sweller - English as a Second Langauge  - Paper

T
his paper explains why adults cannot learn languages like young children, because their language is acquired as biological primary skill.

Colin Miles - It is Virtually Impossible for an Adult to learn proper Welsh.

Colin Miles refers the difficulty of learning Welsh learners permit virtually impossible for an adult and proper Welsh/

Mortimer, D. The Confessions of a Welsh Learner

Thi account by Dick Mortimer refers to  is successfully learning Welsh because for  higher standards of teaching s ss
d This d

Hunter. H. and Turners - Welsh Tutors - Miracle Methods of Learning.


They referred to in as entertaining learners rather than teaching them

Hurd and Murphy - O.U. - Miracle Methods of Learning.


Petty - Learning is Not an Instant Process like Pouring Petrol into a Tank

Petty Illustrates that binge learning will not yield effective learning. 

Every thing we learn need to grown into memory. Few words are instantly memorised.


Sarah Eaton - 10,000 Hours to Learn a New Language

Paper


B.B.C - 500 Word Fleuncy after 3 Years of Learning.

This illustrates that it takes around three years of daily practice develop vocabulary around 500 words minority

The problem for Welsh learners is that the Welsh language is not generally all around them in the classroom.

Research Principles of Language Learning 


Gunn H.J.D. - Political Dreams: Practical Realities: The Future of the Welsh Language and Welsh learning.
      


This provides a researched overview of standard second laguage practice


Review of Welsh Language Learning Margaret Newcombe


Cognitive Load - Split Attention - Listening to music and oral language causes interference, it does not enhance learning.


The Cockcroft Report 1982 - Lazanov must disprove this report to demonstrate the validity of the methods


Christina Kirch - Krashen's Input Model has No Validity (Click below) 

Adams, J. (2000) in Field, K. (2000) It All Ends in Tiers in Issues in Modern Foreign Language Teaching.    London: Routledge. 


Baddeley, A.D. (2012) Working Memory GoCognitive Psychology


Bear M.F., Connor, B.W. and Paradiso, M.A (2016)         Neuroscience: Exploring the Brain Walters Kluewer, London


Bell,A.W.,Costello,J.,and Kuchmann,D. (1983) Research on Learning and Teaching. Windsor: N.F.E.R.-Nelson


Broady, E. (2005) The Four Language Skills or ‘Juggling Similtanoues Constraints’ in Coleman, A. & Klapper.J. Ed. Effective Learning and Teaching: Modern Language. London, Routledge.


Chait, S. (2000) Understanding Children with Language Problems.      Cambridge: Cambridge University Press.


Cooney-Hovath, J. (2019)
Stop Talking Start Influencing: 12 Insights From Brain Science to Make Your Message Stick. Chatswood, Australia: Exilse


Costa, A (2020) The Bilingual Brain Penguin

 

DeKyser, R.M. Ed. (2007) Second Language. Perspectives from Applied Linguistics and Cognitive Psychology New York: Cambridge University Press.

 

Dornyel, R.M. (2007) Perspective for Applied Linguistics and Cognitive Psychology


Eaton, A (2017) How Long Does it Take to Learn a Langauage: The 10,000 hour rule as a model of fluency  Calgarry, Onate Press

https://www.springinstitute.org/wp-content/uploads/2016/01/How-Long-Does-It-Take-To-Learn-A-Second-Language.pdf

 

Ellis, R. (2003)  Task-based Language Learning and Teaching. Oxford: Oxford University Press 

Coleman, A. & Hague, E. (2005) Curriculum Design in Coleman, A. & Klapper.J. Ed. Effective Learning and Teaching: Modern Language. London: Routledge.


Field, K.Ed. (2000) Issues in Modern Foreign Language Teaching.    London: Routledge.


Flynn, N. (2008) Living in Two Worlds: The Language Development of Young Bilinguals in Marsh, J and Hallet, E. Desirable Literacy: Approaches to Language and Literacy in the Early Years. London: SAGE


  Garthercole, S.E. & Alloway, T.P. (2008) Working Memory & Learning Sage Publications

Goldacre, M (2008) Bad Science Harper Collins

Gunn, H.J.D. (2010) Developing Effective Second Language Teaching and Learning Strategies. Pontypridd:Denbigh Publications

 

Gunn (2016) Developing a New Perspective on First and Second Language Learning; including Working Memory. Pontypridd. Denbigh Publications


Gunn (2017) A New Applied Perspective on First and Second Language Learning; including Music and Mathematics. Pontypridd, Denbigh Publications


Grufudd, H. (2003) Welsh Rules: A Welsh Grammar for Learners.    alybont:Llofa

 

Gunn, H.J.D. (2017) Political Dreams. Practical Realities. The Future of the Welsh Language and Welsh Language Learning. Denbigh Publication,   Available on Website hgunn.uk 

Hallan (2010) The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People. London: Institute of Education, London University


Hurd, S & Murphy, L. Ed. (2005) Success with Languages. Oxen: Open University and Routledge.

 

Jones, J. (2000) Teaching Grammar in the Modern Foreign Languge Classroom Field, K.Ed. Issues in Modern Foreign Language Teaching. London: Routledge.

 

King, G (2000) Modern Welsh London, Routledge

Meara, P. (2001) The Importance of any Early vocabulary on L2 Vocabulary. The Language Teacher Online.

Miles, C (2012) Pigeon Welsh Confronts Mutations The Institute of Welsh Affairs. 


Mitchell, R., Myles.,F, and Marsden, E. (2019)  
Second Language Learning Theories Edition. Routelge.


Morgan,C. & Neil,P. (2001) Teaching Modern Foreign Language. London: Kogan Pge. 

Mujis, D & Reynolds, D. (2001) Effective Teaching, Evidence and Practice. London: Paul Chapman.

 

Peck, A.J. (1998) The Place of Grammar in Modern Language Teaching in Gewehr, W.Ed. Aspects of Modern Language Teaching. London: Routledge


Petty (2010) Teaching Today. 4th Edition. Cheltenham:Nelson Thomas


Rodgers, A. (2002) Teaching Adults. Third Edition. Maidenhead: Open University.


Qualifications and Curriculum Authority (2007) Teacher’s Guide. Languages. A Scheme of Work for Key Stage 2, London: Qualifications and Curriculum Authority.


Richards, J.C. Ed., (2005) Second Language Listening: Theory and Practice. Cambridge: Cambridge Language Education.


Saville-Troike, M. (2006) Introducing Second Language Acquisition. Cambridge: C.U.P.