As our world becomes more and more globalized, the importance of learning a foreign language increases. In Germany English is already taught in elementary school to give the pupils a basic knowledge concerning the English language.
The whole society is involved into a constant change of working and living habits. Changes occur in industry, school and prerequisites to find a job as well as in fam-ily life and personal relationships. This development has got influences on every part of human life and so as well on the sector of education. As a result of this, teachers at school have to adjust their teaching methods to the changing condi-tions of the environment. As a society needs an atmosphere which favours change, it is necessary to be willing to change oneself. Not to change would result in keep-ing the faults which have been made in the past. You need to take the risk of change if the public weal should grow. Change should not only be pretended or take only place at the surface but also on the basis of the assumptions concerning learning .
During the years several methods have been developed to make learning a new and foreign language more and more interesting, easy and efficient. In the begin-ning the most frequent methods were those of pattern drills, grammar exercise as well as the method of translation. These techniques are still used in some kind of schools and in some lessons, but the range of methods which is available for the teacher has grown to a large amount. The first new methods have been for exam-ple those related to the Total Physical Response method, which should not be de-scribed any further in this paper. The approaches which have been developed got more and more creative and are more and more in favor for the individual learning prerequisites of the pupils. Some of these methods are for example the method of the Silent Way, the Psycodramaturgie Linguistique and the suggestopedic ap-proach. The method for language learning, which is the topic of this paper, is a variation of the suggestopedic method which is called Psychopedia.
In the following, there a description of the method of Suggestopedia will be pre-sented, which will be the basis for the description of the psychopedic approach. In the end there will be a conclusion which will include some future references for the use of Psychopedia in today’s school lessons.
Table of Contents
1. INTRODUCTION
2. ALTERNATIVE METHODS FOR LANGUAGE TEACHING
3. THE SUGGESTOPEDIC APPROACH
3.1. GENERAL DESCRIPTION OF THE SUGGESTOPEDIC APPROACH
3.2. STAGES OF THE SUGGESTOPEDIC APPROACH
4. PSYCHOPEDIA
4.1. GENERAL DESCRIPTION OF THE PSYCHOPEDIC APPROACH
4.2. PSYCHOPEDIC STRUCTURE
4.2.1. Preparation
4.2.2. Presentation
4.2.2.1. Introduction Phase
4.2.2.2. Reproduction Phase
4.2.2.3. Analytical Phase
4.2.2.4. Associative Phase
4.2.3. Activation
5. CONCLUSION
6. BIBLIOGRAPHY
Objectives and Core Themes
The primary objective of this work is to explore the "Psychopedia" approach, a variation of the suggestopedic method, and to evaluate its application and efficacy in the context of foreign language learning. The paper examines the theoretical foundations of suggestopedia, identifies its limitations in traditional educational settings, and analyzes how Psychopedia adapts these principles to emphasize active student involvement through non-verbal communication and restructured phases.
- Theoretical evolution of suggestopedic approaches in language education.
- Core principles of Lozanov’s suggestopedia, including the concert phases.
- Critical analysis of receptive versus active learning states.
- Structural examination of the Psychopedia model and its phase variations.
- Practical feasibility and limitations of implementing holistic methods in standard school environments.
Excerpt from the Book
4.2.2.2. Reproduction Phase
The second phase, the so called reproduction phase, is the decisive phase of the psychopedic approach which makes it so special. This phase does not exist in any other model of the so called Accelerating Leaning. As can already be taken from the name, this phase deals with the reproduction of the newly acquired knowledge. It is important to point out that this reproduction takes place within interactive exercises. These exercises can for example be role plays or the teacher performs the text together with his pupils. During this performance the pupils use the non-verbal elements and get to know the rhythm of the words. Another positive effect of these performances is that some blockings concerning the active use of a foreign language might be overcome by the bodily activities, which are part of the performance. So it can be said that in this second phase of presentation the pupils can use their playful-creative fantasy as well as lose their fear of speaking in a foreign language: Very often the pupils even realize that interacting in a foreign language can be fun.
Summary of Chapters
1. INTRODUCTION: Outlines the globalization of society and the subsequent need for more efficient, creative, and student-centered language teaching methods.
2. ALTERNATIVE METHODS FOR LANGUAGE TEACHING: Contrasts traditional grammar-translation methods with holistic, non-conventional approaches designed for modern communication needs.
3. THE SUGGESTOPEDIC APPROACH: Explores Georgi Lozanov’s holistic method, emphasizing the importance of a relaxed atmosphere and the use of unconscious perception through specific concert phases.
4. PSYCHOPEDIA: Details the psychopedic adaptation by Rupprecht S. Baur, focusing on active participation and the integration of non-verbal communication elements (Gestik) from the start of the learning process.
5. CONCLUSION: Assesses the practical challenges of implementing Psychopedia in conventional schools, suggesting that while the method is highly effective in intensive courses, only specific elements might be viable for standard classrooms.
6. BIBLIOGRAPHY: Lists the academic sources used to substantiate the theoretical framework and comparative analysis provided in the paper.
Keywords
Suggestopedia, Psychopedia, Language Learning, Non-verbal Communication, Gestik, Holistic Approach, Reproduction Phase, Language Teaching Methods, Cognitive-analytical ability, Relaxation Techniques, Accelerating Learning, Student-centered Education, Communicative Competence, Pedagogy, Foreign Language Acquisition.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on Psychopedia, a specialized approach to language learning derived from the suggestopedic method, investigating its structure, theoretical critique, and practical implications.
What are the core themes explored in the work?
Key themes include the shift from traditional to holistic teaching methods, the psychology of memory and unconscious perception in learning, and the role of active participation in language acquisition.
What is the main objective of the author?
The author aims to analyze how Psychopedia improves upon Lozanov's suggestopedia by ensuring that students engage actively with the language from the very beginning, rather than remaining in a purely receptive state.
Which scientific methodology is utilized?
The work employs a theoretical and critical literature review, comparing pedagogical concepts and evaluating their suitability for modern classroom settings.
What does the main body of the work cover?
The main body covers the history and theory of suggestopedia, the critical revisions introduced by Baur in the Psychopedia model, and a detailed breakdown of its preparation, presentation, and activation phases.
Which keywords best describe this research?
Primary keywords include Suggestopedia, Psychopedia, holistic language learning, non-verbal communication, and communicative competence.
How does the Reproduction Phase differ from traditional teaching?
Unlike traditional methods that emphasize passive reception, the Reproduction Phase in Psychopedia uses interactive exercises and role-playing to encourage immediate, playful usage of new vocabulary and grammar.
Why does the author consider Psychopedia difficult to implement in standard schools?
The author notes that standard 45-90 minute class periods lack the necessary duration to complete the complex Psychopedia phase structure, and pupils often lack the prior training in deep relaxation techniques required for the method.
- Quote paper
- Silke Lübbert (Author), 2005, Psychopedia, a suggestopedic approach to language learning, Munich, GRIN Verlag, https://www.grin.com/document/74151
