deSuggestopedia - hgunn.uk

DeSuggestopedia.


         Why deSuggestopedia is not proven teaching, learning method?

Wikipedia suggests that  de-Suggestopedia method:-


      “ 
Is a teaching method developed by the Bulgarian psychotherapist Georgi LozanovIt is used mostly to learn foreign languages. 


      The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on "desuggestive learning" and now is often called "desuggestopedia".

       
       Suggestopedia is a portmanteau of the words "suggestion" and "pedagogy".


         A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.


          Physical surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident", and various techniques, including art and music, are used by the trained teachers.


           We are now in the 21st-century.  Cognitive science and educational research have advanced greatly since the 1970s.  The problem of learning new language is that language construction, speaking makes vast demands upon working memory. This creates apprehension when they attempt to speak a new language.


        Second languages resembles maths in that they are difficult for many difficult for many learners to learn. Cognitive research clearly and explicitly illustrates the music does not enhance learning. It cannot be disputed that learners need to be comfortable and confident, but is how it achieved that is of critical importance.

          

      Coleman and Klapper (2006) in their researched book on university second language practice, which has 21 academic contributors, refers to learners sitting in armchairs when learning to apply new language. It is the only reference in the literature.

       

  The most effective way of dissipating learning difficulty is presenting learning in a structured and manageable form apply proved methods. Coleman and Klapper refer to standard accepted second language proven practice. deSuggestopedia contradicts that research.

   
     Suggestopedia has been called a "pseudo-science".


       It depends, in a sense, on the trust that students develop towards the method. Lozanov never admitted that Suggestopedia can be compared to a placebo. He argues, however, that placebos are indeed effective.

      Another point of criticism is brought forward by Baur, who claims that the students only receive input by listening, reading and musical-emotional backing, while other important factors of language acquisition are being neglected.

       Furthermore, several other features of the method – like the 'nonconscious' acquisition of language, or bringing the learner into a childlike state – are questioned by critics.


      It also refers to the method “Covering a huge bulk of learning material”


          deSuggestopedia is a pseudoscience. N.L.P.  another. There is no scientific research evidence to support either method. It is cognitively impossible for new learners to learn languages non-consciously, especially in ealry language learning.

     

See  Lazanov 2013 Ytube Interview

       Lazanov refers to himself being a physician and educator. He explains that the method applies listening to music and listening to teacher. He refers to creating a psychological state. He claims the brain become able to accept more information.


       Lazanov argues that conversational knowledge of German can be acquired in one month 24 days through applying four 45 minute periods and that 2,000 words together with the whole grammar can be learnt in that time.   


       He claims that all subjects can be taught in this way. H

   
      In this 2013 Lazanov interview is described as being a physician. A physician is a doctor. He can only describe as a crank. He is saying a lot about nothing.

         The world, cognitive scientists undertaking research across the world. There is pioneering work undertaken by the Cambridge University of the Brain, which is referred to on this website. There is a vast literature of language cognition. There is a vast literature on education.

      A student teacher would know more about learning than Lazanov, because they witness it every day in school. 

      The fact that Lazanov claims the method can be used in any subject shatters the credibility of his claims.  The Cockcroft Report took five years to research and compile in one the most researched subjects in the world. If his eccentric claims worked, then surely someone would have found it. 

     It is little wonder that someone on the podcast admitted that despite children she taught e
njoyed the method, that she was told in Malaysia she would be sacked if she continued to use the method. It is method of entertaining learners. It is not a teaching method. 

       The method appear to be used by tutors to throughout the world to entertain learners, because they do not have a clue how to teach new language.  


    The concept of real teaching was not developed until the 1980s. It is researched based and non-negotiable.

   

     The input view of learning refers to Stephen Krashen totally discredited input theory, which is based up the theory that learners will pick up language subconscious if tutors do not bother to teach it. 


Principles about Second Language Learning


1. There are no gaps between words which is why new language learners find it difficult to identify individual words.


2. Words are stored in semantic memory. they cannot be learnt subconsciously in formative learning. There is no such thing as a subconscious memory store.

3. Children's language acquisition is biologically primary, which means that adults cannot learn like young children. Lazanov wanted to adults reduced to  a child-like state.

4. Young children are more conducive to learning a new language especially the language phonological and grammar. Unless adults learn new language phonology in childhood there is some language sounds they will never be able to produce.

5. Learners are not inanimate objects where words or chunks of language can be poured into the brain like petrol in a tank. What is referred to the feed the duck method of learning.

6. Facts like words and phrases are learnt through distributed practice. It a process like painting, where the paints needs to dry before what is being learnt is revisited.

6. 50% of facts, which words are, is lost within a hour of learning them.

7.   Learners can successfully learn a language through memorising phrases or stories. Learners need to engage in extensive construction to develop fluent language capability.

8. Research suggests it will take around three years of daily practice to bring a 500 fluent vocabulary into fluent usage.

9. Cramming will cause interference it will be like attempting to hold to many oranges in one's hands at at once. All will be lost.
 
10. There is no credence to the Mozart effect. Music does not enhance learning. It does not allow a vast amount of language to be learnt. Music and language both pass through the phonological loop of working memory.

Plenary

     Proven methods are derived from proven methods there are no 'miracle' methods of learning as Processor Sarah Eaton. Anyone practising 'unique' methods will not be applying proven methods. A vast amount of research has gone into education in the last two decades.

      There is no clear distinction between learning a new language than learning anything else. The aural aspects of language learning reflect musical learning. It is unclear why Lazanov wants adults to be reduced to a child like state.

      Children do not learn their native language sub-consciously. They are not tape recorders. They actively learn it naturally with parental support. 

      New language learning resembles learning maths, because learners need to develop new skills into fluency.


     Learners are advised to purchase the Open University "Success with Languages" Hurd and Murphy (2006) if they want to effectively learn through the medium of Welsh. Academics language research is provided by Coleman and Klapper (2006). There are twenty-one second language authorities contributing to that book. There is no evidence that deSuggestopedia is proven method. It is not referred to in these references.
DS Kirsch.pdf