A Teaching Method: Suggestopedia

Posted on June 12, 2011by novaekasari

A Teaching Method: Suggestopedia

Written by:
Anggun Apriana (06081001022)
Mutiara Islamiyah (06081001038)
English Education Study Program
Sriwijaya University

INTRODUCTION
Teacher should be creative in using different kinds of teaching method. They have to
choose an appropriate method to transfer the knowledge because they will find different
situation and different students in the class.
Generally, students would not be able to believe that they could be successful in learning
language. This lack of motivation has made students do not have confidence to speak in
the target language because they do not want to make mistakes. Moreover, they find
difficulties to recall the previous lesson, such us memorizing the new vocabularies. This
situation encourages teacher to be creative and to use an effective method on teaching.
In addition, students have different type of learning style. They learn through their own
learning style which are visual, auditory, or kinesthetic style. Those who are visual learn
trough seeing and they need to see the teachers body language and learn
best from visual displays. Then, those who are auditory learn through listening
and they learn best through verbal lectures, discussions, talking things
through, and listening to what others have to say. Besides, those who are
kinesthetic learn through moving, doing, and touching, and learn best
through a hands-on approach and actively exploring the physical world
around them. In the class room, teacher will meet these three types of
students. In order to make students could learn well through their own
learning style, teacher is supposed to use an effective method of teaching
different types of students.
Teacher should choose appropriate method of teaching different types
of students, to cultivate students motivation, and to increase students
memorizing ability. Suggestopedia is one of methods that can be used by teacher.
It is a method that desuggests the limitations that students have to help them to believe
that they could be successful in learning, so it can cultivate students motivation in
learning. Then, it is one of methods which concerns to students learning style

because there are visual display, audio, and physical involvements during
learning process. Moreover, it involves emotional meaning in given the
lesson which help students better in memorizing.
SUGGESTOPEDIA
A Brief History
Suggestopedia is a teaching method, which focuses on how to deal with the relationship
between mental potential and learning ability and it is very appropriate to use in
teaching speaking for young language learners (Xue, 2005). This method was
introduced by a Bulgarian psychologist and educator, George Lazanov in 1975. Maleki
(2005) believed that we are able of learning much more than we think, provided we use
our brain power and inner capacities. In addition, DePorter (2008) assumed that
human brain could process great quantities of material if given the right condition for
learning in a state of relaxation and claimed that most students use only 5 to 10 percent
of their mental capacity. Lazanov created suggestopedia for learning that capitalized on
relaxed states of mind for maximum retention material.
Suggestopedia is an effective comprehensible input based method with a combination of
desuggestion and suggestion to achieve super learning. The most important objective of
suggestopedia is to motivate more of students mental potential to learn and which
obtained by suggestion. Desuggestion means unloading the memory banks, or reserves,
of unwanted or blocking memories. Suggestion then means loading the memory banks
with desired and facilitating memories.
Lazanov (1978) cited in Lica (2008) argued that learners have difficulties in acquiring
English as the second language because of the fear of the students to make mistakes.
When the learners are in this situation, their heart and blood pressure raise. He believes
that there is a mental block in the learners brain (affective filter). This filter blocks the
input, so the learners have difficulties to acquire language caused by their fear. The
combination of desuggestion and suggestion is to lower the affective filter and motivate
students mental potential to learn, aim to accelerate the process by which they learn to
understand and use the target language for communication to achieve super learning. It
is the final goal of suggestopedia.
Theory of Language
Lozanov does not articulate a theory of language, nor does it seem he is much concerned
with any particular assumptions regarding language elements and their organization.
Lozanov emphasizes the importance of experiencing language material in whole
meaningful texts (Lozanov 1978:268) and notes that the suggestopedia course directs
the student not to vocabulary memorization and acquiring habits of speech, but to acts
of communication (Lozanov 1978:109). Lozanov refers most often to the language to be
learned as the material.
Theory of Learning
Suggestion is at the heart of Suggestopedia. Lozanov claims that his method is different
from hypnosis and other forms of mind control because they lack a desuggestivesuggestive sense and fail to create a constant set up to reserves through concentrative

psycho-relaxation (1978:267). (Reserves are like human memory banks) There are
some principal theoretical components through which desuggestion and suggestion
operate and that set up access to reserves.
Key Features of Suggestopedia
1.
Comfortable environment
In suggestopedia method, the classroom is not the same as common classrooms. In the
classroom, the chairs are arranged semicircle and faced the black or white board in
order to make the students pay more attention and get more relaxed. In addition, the
light in the classroom is dim in order to make the students mind more relaxed (Xue,
2005).
1.
The use of music
One of the most uniqueness of this method is the use of Baroque music during the
learning process. Baroque music, with its 60 beats per minute and its specific rhythm,
created the kind of relaxed states of mind for maximum retention of material. It is
believed that Baroque music creates a level of relaxed concentration that facilitates the
intput and retention of huge quantities of materials. Baroque music helps the students
to reach a certain state of relaxation, in which the receptivity is increased (Radle, 2008).
The increasing of learning potential is put down to the increase of alpha brain and
decreasing of blood preasure and heart rate. The use of music also depends on the
expected skill of the students: listening, grammar, pronunciation, discussion, etc.
1.
Peripheral Learning
The students learn English not only from direct instruction but also from indirect
instruction. It is encouraged through the presence in the learning environment of
posters and decoration featuring the target language and various grammatical
information. They are changed everyday. By doing this, the students can learn many
things undirectly in the classroom or outside classroom. For example, students can
produce simple sentence by using the posters or grammatical information on the wall.
1.
Free Errors
In the teaching learning process, students who make mistakes are tolerated, for example
in pronouncing the word. The emphasis is on the content not the structure. Grammar
and vocabularies are presented and given treatment from the teachers, but not dwelt on.
1.
Homework is limited
Students reread materials given in the classroom once before they go to sleep at night
and once in the morning before they get up.
1.
Music, drama and art are integrated in the learning process
They are integrated as often as possible.
Design
Objective

Suggestopedia aims to deliver advance conversational proficiency quickly. It apparently

bases its leaning claims on student mastery of prodigious lists of vocabulary pairs and
indeed, suggests to the students that it is appropriate that they set such goals for
themselves. Lozanov states categorically, the main aims of teaching is not
memorization, but the understanding and creative solution of problem. As learners
goals he cited increased access an understanding and creative solution of problem.
However, because students and teachers place a high value on vocabulary recall,
memorization of vocabulary pairs continues to be seen as an important goal to the
suggestopedia method.
The syllabus
A suggestopedia course last thirty days and consist of ten units of study. Classes are held
four hours a day, six days a week. The central focus of each unit is a dialogue consisting
of 1,200 words or so, with an accompanying vocabulary list and grammatical
commentary. The dialogues are graded by lexicon and grammar.
There is a pattern of work within each unit and a pattern of work for the whole course.
Unit study is organized around three days: day 1 half a day, day 2 full day, day 3
half a day. One of the first day of work on a new unit the teacher discusses the general
content (not structure) of the unit dialogue. The learners then receive the printed
dialogue with the native language translation in parallel column. The teacher answers
any questions of interest or concern about the dialogue. The dialogue then is read the
second and third time in ways to be discussed sub sequently.
The whole course also has a pattern of presentation and performance. On the first day a
test is given to check the level the students knowledge and to provide a basis for
dividing students into two groups, one of new beginners and one of modified (false)
beginners. The teacher then briefs the students on the course and explains the attitude
they should toward it.
During the course there are two opportunities for generalization of material. In the
middle of the course students are encouraged to practice the target language in a setting
where it might be used, such as hotels and restaurants. The last day of the course is
devoted to a performance in which every student participates. The students construct a
play built on the material of the course.
Types of Learning and Teaching Activities
The types of activities that are more original to suggestopedia are the listening activities,
which concern the text and text vocabulary of each unit. These activities are typically
part of the pre-session phase, which takes place on the first day of a new unit.
The students first look at and discuss a new text with the teacher. In the second reading,
students relax comfortably in reclining chairs and listen to the teacher read the text in a
certain way. During the third reading the material is acted out by the instructor in a
dramatic manner over a background of the special musical form described previously.

Teachers Roles
Teacher should create situations in which learners are most suggestible and then to
present linguistic material in a way most likely to encourage positive reception and
retention by learners. Lozanov lists several expected teacher behaviors as follows:
1.
2.
3.

Show absolute confidence in the method.

Display fastidious conduct in manners and dress.
Organize properly, and strictly observe the initial stages of the teaching process
this includes choice and play of music, as well as punctuality.
4.
Maintain a solemn attitude towards the session.
5.
Give tests and respond tactfully to poor papers (if any).
6.
Stress global rather than analytical attitudes towards material.
7.
Maintain a modest enthusiasm.
Learners Roles
The learners as well are should have faith in the system and accept that they are in a
childlike situation where they follow the teacher / parent (Knight, 2001, p. 154). The
students should not be critical, but simply absorb what is presented to them.
Stages of Suggestopedia
There are three stages in using suggestopedia method. They are:
1.

1.
Presentation
Presentation is the basis of conducting Suggestopedia in class successfully. The main
aim in this stage is to help students relaxed and move into a positive frame of mind,
with the feeling that the learning is going to be easy and funny. Desuggestion and
suggestion happen at this stage at the same time.
2.
2.
Concert
First Concert
This involves the active presentation of the material to be learnt. The original form of
Suggestopedia presented by Lozanov consisted of the use of extended dialogues, often
several pages in length, accompanied by vocabulary lists and observations on
grammatical points. Typically these dialogues will be read aloud to students to the
accompaniment of music.
Second Concert
The students are now guided to relax and listen to some Baroque music. The best choice
of music according to Lozanov, with the text being studied very quietly in the
background. During both types of reading, the learners will sit in comfortable seats,
armchairs rather than classroom chairs, in a comfortable environment. After the
readings of these long dialogues to the accompaniment of music, the teacher will then
make use of the dialogues for more conventional language work. The music brings the
students into the optimum mental state for the effortless acquisition of the material. The
students, then, make and practice dialogue after they memorize the content of the
materials.

1.
3.
Practice
The use of a range of role-plays, games, puzzles, etc. to review and consolidate the
learning.
Advantages of Suggestopedia
There are some benefits in utilizing suggestopedia:
1.
A comprehesible input based on dessugestion and suggestion principle
By using this suggestopedia method, students can lower their affective filter.
Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a
practice that may also help them relaxed. Teacher can do numerous other things to
lower the affective filter.
1.
Authority concept
Students remember best and are most influenced by information coming from an
authoritative source, teachers.
1.
Double-planedness theory
It refers to the learning from two aspects. They are the conscious aspect and the
subconscious one. Students can acquire the aim of teaching instruction from both direct
instruction and environment in which the teaching takes place.
1.
Peripheral learning
Suggestopedia encourages the students to apply language more independently, takes
more personal responsibility for their own learning and get more confidence. Peripheral
information can also help encourage students to be more experimental, and look to
sources other than the teacher for language input. For example, the students can make
some sentences using the grammatical structure placed on the classrooms wall,
describe a particular place in an English speaking country by looking at the poster on
the wall, etc. When the students are successful in doing such self-activities, they will be
more confident.
Disadvantages of Suggestopedia
Suggestopedia also has limitation since there is no single teaching method that is
chategorized as the best based on some consideration such as: the curriculum, students
motivation, financial limitation, number of students, etc.
The main disadvantages of suggestopedia are as follow:
1.
Environment limitation
Most schools in developing countries have large classes. Each class consists of 30 to 40
students. One of the problems faced in utilizing this method is the number of students in
the class. There should be 12 students in the class (Adamson, 1997).

1.
The use of hypnosis
Some people say that suggestopedia uses a hypnosis, so it has bad deep effects for
human beings. Lazanov strongly denied about it.
1.
Infantilization learning
Suggestopedia class is conditioned be child-like situation. There are some students who
do not like to be treated like this as they think that thay are mature.
CONCLUSION
Teacher will find different situation and different types of students in learning.
Therefore, teacher should be creative and smart in choosing and using different types of
methods in teaching different skill of language. Teacher can use suggestopedia as
teaching method in their teaching. Using suggestopedia is very interesting but
challenging to do. It can be seen from some considerations. In one side it has some
benefits, but on the other side it also has some weaknesses. In addition, the key factors
of effective teaching are not the approaches and methods in language teaching
themselves but the teachers deliberate selection of different approaches and methods
and the devoted practice of putting theories into real teaching activities in a
corresponding social-cultural context. It is a fact that no approach or method is perfect.
However, there is no end for teacher to seek the perfection of the approaches and
methods in language teaching. The language teaching method known as Suggestopedia
provides some valuable insights into the power of cognition and creates techniques that
make students feel comfortable, relaxed and suggestible to the material being learned.
REFECENCES
Unknown. (2011). Suggestopedia. Retrived
from http://teflpedia.com/Suggestopedia#Roles_of_Teacher_and_Students on April
14, 2011.
Xue, Jinxiang. 2005. Critical Review on Suggestopedia. Division of Language and
Communication. 20 Jan.2009, pr 1 <http://www.eslkidstuff.com/Articles.htm>.
Maleki, Ataillah. 2005. A New Approach to Teaching English as a Foreign Language:
the Bottom-Up Approach. Assian EFL Journal: English Language Teaching and
Research Article. 27 Jan.2009 <http:// http://www.jaltpublications.org/tlt/files/97/feb/suggest.html>.
DePorter, Boby. 2008. Suggestopedia. Mediawiki.
20 Jan.2009<http://www.englishraven.com/method_suggest.html>
Lica, Gabriela Mihaila. 2008. Suggestopedia: A Wonder Approach to Learning Foreign
Languages. Assian EFL Journal: English Language Teaching and Research Article.
27 Jan.2009 <http://www.jalt-publications.org/tlt/files/97/feb/suggest.html>.
Radle, Paul. 2008. Suggestopedia. 27 Jan.2009 <http://www.vtrain.net/langsugg.htm>.
Adamson, Charles. 1997. Suggestopedia as NLP. Assian EFL Journal: English Language
Teaching and Research Article. 27 Jan.2009 <http://www.jaltpublications.org/tlt/files/97/feb/suggest.html>.

Suggestopedia
BY MOHAMMED RHALMI JULY 23, 2009

The origin of
Suggestopedia
Suggestopedia is a language teaching method developed by the
Bulgarian psychologist, Georgi Lozanov (see picture on the right.)
Like Community Language Learning and the Silent Way Method,
Suggestopedia is an innovative method that promises great
effective language learning results. Lozanov claimed that by using
this method one can teach languages approximately three to five
times as quickly as conventional methods.
The name of Suggestopedia is from the words suggestion and
pedagogy. It is a set of learning recommendations derived from
Suggestology, which Lozanov describes as a science concerned
with systematic study of the nonrational and/or non-conscience
influences that human beings are constantly responding to. The
method also draws from insights from yoga and the Soviet
psychology. From yoga it draws the importance of relaxation of mind
for maximum retention of material. From Soviet psychology
Lozanov took the idea that

all sudents can be taught a given subject matter at the same level
of skill. Jack C. Richards and Theodore S. Rodgers (1986)
The main features of suggestopedia are:
The use of music to relax learners.
The furniture, decoration and the arrangement of the
classroom.

Teachers authority. The teacher plays a central role and

he/she is the source of all information.

In the classroom
The arrangements and the physical atmosphere in the classroom
are paramount for making sure that the students feel comfortable
and confident. The use of various techniques including art and
music, are used by the trained teachers. In the beginning, the lesson
based on Suggestopedia used to consist of three phases :
deciphering, concert session (memorization sance), and
elaboration. Later, it has developed into four phases as lots of
experiments were done: introduction, concert session, elaboration,
and production(cf Lozanovs siteweb).
1.

Introduction: The teacher teaches the material in a playful

manner instead of analyzing Lexis and grammar of the text in a
directive manner.
2. Concert session (active and passive): in the active session,
the teacher reads with special intonation as selected music is
played. Occasionally, the students read the text together with
the teacher, and listen only to the music as the teacher pauses in
particular moments. The passive session is done more calmly.
3. Elaboration: The students sing classical songs and play
games while the teacher acts more like a consultant
4. Production: The students spontaneously speak and interact in
the target language without interruption or correction.

Criticism:
Suggestopedia has been criticised for a number of reasons:
It is not a practical method as teachers face the problem of
the availability of music and comfortable chairs.

Lozanov refers in a number of occasions to the importance of

memorization, excluding any reference to comprehension and
creative problem solving. In fact language is not only about the
power of the mind to memorize. Its about understanding,
interacting and producing novel utterances in different
unpredictable situations.

Advantages
In spite of all these disadvantages, some tenets of Suggestopedia
have been accepted and adapted by teachers worldwide.
Through Suggetopedia we learn to trust the power of the mind.
We also learn that deliberately induced states of relaxation can
be valuable at times in the classroom.

We can also benefit from the use of music to get students sit
back and relax.

These are some of the contributions of Suggestopedia that teachers

may weigh and adapt to different situations.

References:
H. Douglas Brown (1987). Principles of language learning and
teaching. Englewood Cliffs, New Jersey, Prentice Hall
Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and
methods in language teaching: A description and
analysis. Cambridge: Cambridge University Press

In the late 70s, a Bulgarian psychologist by the name of Georgi Lozanov introduced the
contention that students naturally set up psychological barriers to learning - based on
fears that they will be unable to perform and are limited in terms of their ability to learn.
Lozanov believed that learners may have been using only 5 to 10 percent of their mental
capacity, and that the brain could process and retain much more material if given optimal
conditions for learning. Based on psychological research on extrasensory perception,
Lozanov began to develop a language learning method that focused on "desuggestion" of
the limitations learners think they have, and providing the sort of relaxed state of mind
that would facilitate the retention of material to its maximum potential. This method
became known as Suggestopedia - the name reflecting the application of the power of
"(de)suggestion" to the field of pedagogy. Key Features Here are some of the key
features of Suggestopedia:
(1) Learning is facilitated in an environment that is as comfortable as possible, featuring
soft cushioned seating and dim lighting.
(2) "Peripheral" learning is encouraged through the presence in the learning environment
of posters and decorations featuring the target language and various grammatical
information.
(3) The teacher assumes a role of complete authority and control in the classroom.
(4) Self-perceived and psychological barriers to learners' potential to learn are
"desuggested".
(5) Students are encouraged to be child-like, take "mental trips with the teacher" and
assume new roles and names in the target language in order to become more
"suggestible".
(6) Baroque music is played softly in the background to increase mental relaxation and
potential to take in and retain new material during the lesson.
(7) Students work from lengthy dialogs in the target language, with an accompanying
translation into the students' native language.
(8) Errors are tolerated, the emphasis being on content and not structure.
(9) Homework is limited to students re-reading the dialog they are studying - once
before they go to sleep at night and once in the morning before they get up.
(10) Music, drama and "the Arts" are integrated into the learning process as often as
possible.
Typical Techniques
Larsen-Freeman, in her book Techniques and Principles in Language Teaching provides
expanded descriptions of some common/typical techniques closely associated with
Suggestopedia.
(1) Classroom Set-up (Emphasis is placed on creating a physical environment that does
not "feel" like a normal classroom, and makes the students feel as relaxed and
comfortable as possible)
(2) Peripheral Learning (Students can absorb information "effortlessly" when it is
perceived as part of the environment, rather than the material "to be attended to")

(3) Positive Suggestion (Teachers appeal to students' consciousness and subconscious in

order to better orchestrate the "suggestive" factors involved in the learning situation)

(4) Visualization (Students are asked to close their eyes and visualize scenes and events,
to help them relax, facilitate positive suggestion and encourage creativity from the
students)
(5) Choose a New Identity(Students select a target language name and/or occupation
that places them "inside" the language language they are learning)
(6) Role-play (Students pretend temporarily that they are somone else and perform a
role using the target language)
(7) First Concert (Teacher does a slow, dramatic reading of the dialog synchronized in
intonation with classical music)
(8) Second Concert (Students put aside their scripts and the teacher reads at normal
speed according to the content, not the accompanying pre-Classical or Baroque music this typically ends the class for the day)
(9) Primary Activation Students "playfully" reread the target language out loud, as
individuals or in groups)
(10) Secondary Activation (Students engage in various activities designed to help the
students learn the material and use it more spontaneously - activities include singing,
dancing, dramatizations and games - "communicative intent" and not "form" being the
focus)

Summary of Principles in Language Teaching

Provided by Dr. Bill Flick, Director of ESL at Auburn

1. Goals

2. Role of the
teacher/student

GrammarTranslation

Direct
Method

Read
literature in
L2. Develop
mind. Learn
grammar,
vocabulary,
and culture.
Traditional. T
is the
authority. Ss
learn from the
T.

Communicatio
n. Think in L2.
Direct
association in
L2 without
translation.
T-centered.
T directs.

AudioLingual
Method
Communicati
on.
Automaticity
by
learning new
habits.
T-centered. T
provides
model of L2
for imitation.

Silent Way
Self-expression of
Ss; independence
from T.

T as facilitator,
resource, provides
what Ss need.

Suggestopedi
a
Everyday
Comm. Tap
Ss mental
powers by
desuggesting
barriers to
learning.
S must trust
and respect T
as authority.
Ss adopt
childlike roles
once they feel
secure.

3. Teaching/
Learning
Process?

Translation.
Deductive
study of
grammar.
Memorize
vocabulary.

Associate L2
and meaning
directly in real
context.
Use L2 only.
Inductive
grammar.
Syllabus based
on topics/
situations.

New grammar
and
vocabulary
through
dialogues.
Drills.
Inductive
grammar.
Learning is
habit
formation.
T-directed.
S/S in drills.

Ss guided to
discover the
structure of L2.
Initial focus on
accurate
pronunciation.

4. Nature of
student/teacher
interaction

T to S.

Both initiate
interaction.
Some S/S
interaction.

5. How are
students feelings
dealt with?

N.A.

N.A.

N.A.

Positive feelings
encouraged, also
S/S cooperation.

6. View of
language/
culture?

Literary
language over
spoken
language.

Spoken
language over
written.

Language as
system of
patterns/units.

Language expresses
the spirit of a
culture.

T active, but mostly

silent.
S/S interaction
encouraged.

Simple to
complex.

Relaxing
atmosphere,
music,
activate
whole brain +
peripheral
learning.
Reception
then
activation
phase.
T/S and S/S
interaction
from
beginning.
Focus on
confidence
and sense of
security via
suggestions.
Communicati
on as a 2phase
process:
language +
extralinguistic
factors.
Vocabulary.
Explicit but
minimal
grammar.
Language use
over
linguistic
form.
L1 used in
translation of
dialogues. As
course
proceeds, L1
reduced.

7. What language
skills are
emphasized?

Vocabulary/
grammar.
Reading/writi
ng.

Vocabulary
over grammar.
Focus on
communicatio
n.

Structure
important.
Listen-speakreadwrite.

Pronunciation &
intonation.
Structure.
Oral before written.

8. Role of the
native language?

L1 in
classroom.
Two-way
translation.

Not used.

L1 habits
interfere
with L2.
Avoid L1.

Used to form
sounds in L2 and
for feedback.
Otherwise not used.

9. How does
evaluation occur?

Written
translations.
Apply
grammar
rules.
T supplies
correct
answer.

Use of
language
(interview).

Discrete point
testing for
accuracy.

Continuous
observation. Ss
develop their own
criteria.

In-class
performance.

Selfcorrection.

Avoid errors
by
overlearning.

Self-correction;
peer correction.

Moses

Francois
Gouin, Charles

Charles Fries

Caleb Gattegno

No overt
correction
Modelled
correctly.
Georgi
Lozanov

10. Treatment of
errors?
11. Associated with
whom?

Berlitz

Community Language
Learning

Total Physical
Response

Natural Approach

Communicative
Language Teachi

1. Goals

Communication.
Promote nondefensive
learning.

Communication.
Learning L1=
learning L2.

Communicative
competence. Facilitate
acquisition by providing
comprehensible input (i+1).

Communication in so
context. Appropriacy
Functional competen

2. Role of the
teacher/student?

Counselor/client. As S
assumes more
responsibility, becomes
independent of T.

Director. T provides
model of L2 for
imitation. Later role
reversal.

T as facilitator. Primary
responsibility is with S.

Facilitator. Manager
learning activities.
Promotes communica
among Ss.

3. Teaching/
Learning Process

Security, aggression,
attention, reflection,
retention, discrimination.
Ss initiate speech in L1,
T supplies L2.

Comprehension before
production. Modelling
by T followed by
performance.

Comprehension before
production. Developing
model approximates L2
(L1, . . . L2). Gradual
emergence of speech. Task
oriented.

Ss learn to communic
by negotiating meani
real context. Activit
include information g
choice, feedback.

4. Nature of
student/teacher
interaction?

Changes over time.

Importance placed on
cooperative relationship
between T/S and S/S.

T speaks, Ss respond
nonverbally. Later, Ss
verbalize.

S-centered. Both initiate

interaction. S/S interaction
in pair and small group
activities.

T arranges tasks for

communication. S/S
interaction.

5. How are
students feelings
dealt with?

S viewed as whole
person, no separation of
intellect and feelings. T
"understands Ss.

Ss have fun in a
nonstressful situation.

Affective factors over

cognitive factors. Optimal
learner has low affective
filter.

Ss are motivated to le
thru usefulness of
language functions.

6. View of language/
culture?

Language for developing

critical thinking. Culture
integrated with language.

Spoken over written.

Language as a tool for

communication. Language
function over linguistic
form.

Language in social
context, for
communication.

7. What skills are

emphasized?

Ss determine syllabus by
what they what to say.

Grammar and
vocabulary (initially
via imperatives).
Comprehension
precedes production.

Vocabulary over grammar.

Function over form.
Comprehensione
earlyproductions
speech emergence.

Function over form.

Discourse and
sociolinguistic
competence + all 4 sk

8. Role of L1?

Used in the beginning,

less in later stages.

Not used.

L1 can be used in
preproduction
(comprehension) activities.

Generally not used.

9. How does
evaluation occur?

Integrative tests. Selfevaluation.

By observation.

Communicative
effectiveness. Fluency over
accuracy. Task oriented.

Communicative tests
Fluency and accuracy

10. Treatment of
errors?

Nonthreatening.
Correction by modelling.

Unobtrusive correction.

No error correction unless

errors interfere with
communication.

No error correction u
errors interfere with
communication.

11. Associated with

whom?

Charles Curran

James Asher

Tracy Terrell, Stephen

Krashen

Various.

Based on
Diane Larsen-Freeman, Techniques and Principles in Language Teaching (1986),
Alice Omaggio Hadley, Teaching Language in Context (1993),
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy (1994).