Suggestopedia,
The Impact of Music, Relaxation and Teachers in 2nd Language Environment
Colleen Ann Jardine
Thongsook College, Bangkok, Thailand
Abstract
This paper discusses Suggestopedia as an approach to second language learning through music in order to reach an optimal state of relaxation which helps the brain activate and accelerate the learning process and the importance of the teacher and impact they have in the learning process. Firstly, the paper looks into the background history, then Lozanov’s theory, followed by Research behind Lozanov’s theory – Music, Language and the Brain, after that the Suggestopedia method that guides this approach. Consecutively, it focuses on the effects music has when learning a second language and the aspect of anxiety in learning the target language including the importance of Teacher beliefs and roles. It concludes with”.
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the natural laws of music
Group C = dis harmonic music that did not follow the natural laws of music
Each group was exposed to the exact same laboratory conditions, the only difference being the music. The music was played at the same decibel levels for Group B and C. The study concluded by dissecting the brains of 4 mice from each group of 2 months. Results found by researchers were that the neurons were normal in Groups A and B whereas the neurons in Group C were impaired and twisted.
Additional experiments were done on the 24 surviving mice. The mice were trained in a maze for three weeks and then allowed to rest for another 3 weeks then reintroduced to the maze to see if they could remember how to get through the maze. Results showed the Group A and B scored the same with memory retention and were able to complete the maze, however, Group C could not remember, furthermore, displayed aggressive, hyperactive as well as cannibalistic behavior.
Research by Scripps Howard News Service reported that abnormal neuron structures were found in the part of the brain linked to learning and memory when exposed to rock music as well as impeding the ability to correctly Suggestopedia,
The Impact of Music, Relaxation and Teachers in 2nd Language Environment
Background History
Suggestopedia emphasizes that music as well as an optimal state of relaxation is a central part to the learning of a Second/Foreign Language and through this process the part of the brain that accelerates learning is activated. The uniqueness to Suggestopedia is firstly the use of Beethoven and Baroque as background music and secondly, a huge importance is placed on the classroom setting to ensure relaxation.
Suggestopedia is part of the’ humanistic approach’ to language learning and is considered to be the strangest method to be developed during 1980 ‘ 1990. The belief to this approach is that humans have the ability to learn a language at a much faster rate through the understanding of how the human brain functions and how effectively we learn. Through the use of music, a stress-free environment, teacher and student positive attitudes to learning, an optimal state can be achieved and success will be attained.
The Suggestopedia principles were developed by a Dr Lozanov in 1966, whose personal belief is ‘that human hidden reserves are endless. However, science has reached an understanding that they are far larger than currently realized.’ (Lozanov, 2005) Dr Lozanov was born in 1926 in Sofia, Bulgaria and educated in the fields of psychiatrist, psychotherapist, brain physiologist and education, argued the fact that the brain had the capacity to retain information and learn at a faster rate than what was believed possible once the reserves had been tapped into.
UNESCO United Nations Educational, Scientific and Cultural Organization formed a team of 20 experts from different parts of the world to investigate the Suggestopedia methodology. After continuous research, consensus was concluded that the Suggestopedia methodology was a unique and supreme teaching method that incorporated many different student learning styles not just in language acquisition but other school disciplines compared to the standard teaching methods. UNESCO felt that teacher training should start immediately. ‘We should never ever forget that in this world of incredibly rapid implementation of innovations in all spheres of science we should not keep to the level of pseudo morality of pasts epochs but the morality should make a decisive step forward unless we want to tragically devastate our children and ourselves. The best way to liquidate something very good is not to reject it, but ‘ to accept it and, not qualified, to imitate it.'(Lozanov, 2005) The objective of this paper is to ascertain the importance and impact, music, anxiety and teachers have on students learning a second or foreign language.
In the 1970’s, Lozanov developed the Suggestopedia language teaching method based on his earlier 1960’s study of suggestion called ‘suggestology’, acquire from the words ‘suggestion’ and ‘pedagogy’. Suggestology was further influenced by the yoga belief that the mind needs to be relaxed for maximum retention and the Soviet psychology ‘all students can be taught a given subject matter at the same level of skill.’ (Richards and Rodgers, 1999).
Lozanov describes Suggestology as ‘a science ‘ concerned with the systematic study of the non-rational and/or non-conscience influences’ and he claims that languages can be taught up to 5 times quicker than the conventional method (Salim,2007).
Lozano’s Theory
Lozanov believes that we teach whole personalities, therefore the whole person is involved in the learning process and not just one part of the brain. There are six aspects to the theory which are linguistic, psychological, anatomic and physiological, artistic, pedagogical as well as psychotherapeutic work together as one unit and not separately. Suggestology was developed around the understanding of how the human brain works and the most effective way we acquire language, therefore huge emphasis is placed on the power of suggestion and to create a focused but relaxed state for the learner in order for optimal learning to take place. For this to be achieved, Suggestopedia incorporates music which is paramount to the method, non-threatening environment as well as a positive teacher student relationship. (Lozanov) Learning is a matter of attitude, not aptitude. (Lozanov)
Research behind Lozanov’s Theory – Music, Language and the Brain
Lazanov believes two key factors in acquiring a 2nd language is the use of music and having both sides of the brain working simultaneously. The whole brain is used when a person reads, listens to, creates or plays music. Daniel J Levitin explains how music activates the brain in his book called ‘This is Your Brain on Music’.
The first part of the brain to be activated is the sub cortical structure, then the auditory cortices located on both sides of the brain, next is the memory centers found in the hippocampus and lowest parts of the frontal lobe that are activated when listening to music, the cerebellum follows when tapping along to music, the visual cortex is used to read music and the temporal and frontal lobe are used to listen and recall lyrics. Music and language are both articulated and complex skills that incorporate a number of segment rules that allow for the generation of endless utterances and phrases.
Despite the complex nature of the two, infants are able to acquire their native language with no formal training, similarly, singing and tapping to the beat of music is developed at a young age with no difficulty either. This has led to several indications that musical and linguistic structures are similar and may be influenced by each other and finally expert knowledge of music could shift to learning a 2nd language. (Levitin, 2006)
Gardner states that ‘all normal (non brain-damaged) people possess some musical intelligence’ (Gardner, n.d.). The left and right hemisphere of the brain processes information differently, the left hemisphere conveys thoughts into words, whereas the right hemisphere rules emotions, memory actions, problem solving and musical intelligence. The learning environment focuses mainly on the left hemisphere approach; therefore using music in a 2nd language environment gives the learners a chance to activate the right hemisphere of their brain. Plato maintains that the balance of a human’s soul is determined by the kind of music they are exposed to when growing up. Aristotle obviously agreed with Plato as he said ‘If one listens to the wrong kind of music he will become the wrong kind of person; but conversely, if he listens to the right kind of music he will tend to become the right kind of person.’ (‘Essay:Music is not neutral ‘ Conservapedia’, 2017)
On the other hand it would stand to reason that if a specific genre of music has a positive effect on the brain, that other sorts of music would have a negative effect on the brain. In particular, ‘stopped anapestic beats’ found by Dr. Diamond caused a ‘switching’ in the brain. Dr. Diamond reported that the equilibrium between both hemispheres of the brain is broken when switching occurs causing stress, weakened work performance, learning and behavioral issues in children and adult depression. Another research into the effects of music using muscle test done by Dr David Hawkin found that nearly all classical, pop as well as classical rock and roll music lead to a global strong response whereas heavy metal or hard rock produced a global weakened response. (Hawkins, p5, cited : 2017)
Research over a period of two months was performed on 36 mice. The experiment was broken up into three groups and exposed to music as follows:
Group A = no music (control group)
Group B = harmonic music that followed retain information in the brain. Furthermore, rock music has shown to increase adrenalin levels, whereas the harmonic music produced a calming effect in students.
Suggestopedia Method
It is different to the other theories as there is no theory or order in which the language is taught. Originally the method made use of lengthy dialogues, vocabulary lists and observations on grammatical points. There are four phases to the method which are firstly the introduction, secondly the active and passive concert readings; thirdly elaboration and finally production.
The first step to Suggestopedia method is the introduction where the material is introduced in a playful manner by the teacher.
The second step to Suggestopedia method is the ‘Concert Reading – active’. It is the most formal reading, where the use of classical music from the Beethoven symphony is used. The music is used as the focal point of the lesson and the students are allowed to sit back and either listens to the music or to both the teacher and the music. It is believed that this creates a relaxed atmosphere where learning takes place. The teacher reads the dialogue to emphasize intonation and rhythm according to the beat or rhythm of the music.
It then moves onto the second part of the ‘Concert Reading ‘ passive’. This concert reading makes use of a softer, striking piece of music from Baroque. It is a less formal reading and does play as prominent a role as the ‘Concert Reading’. The setting for both readings is done in a relaxed atmosphere, unlike the formal learning environment, the students are relaxed in a stimulating environment such as comfortable armchairs and attention is paid on lighting and d”cor. The key elements of this method are to ensure a rich sensory learning environment through pictures, colors, and music. The method makes use of a range of various methods that incorporates dramatized text, music and participation in games and songs as well as a need to have a positive attitude to the expectation of succeeding.
The third step is the elaboration. Monitored by the teacher, students sing and play games.
The forth step is the production. This section is completely student centered where they use the target language autonomously with no teacher assistance or guidance.
Principles
Lozanov notes that these principles need to be incorporated as a whole and not as individual principles. The three principles are described below.
The first principle is that humans have the ability to obtain knowledge at a greater speed than the common belief that there is a limitation to human performance limitations. The use of games, humor and visual material is used to create a stimulating concentrative relaxation.
The second principle, being that learning is global and it involves the whole person.
The third principle is that language acquisition is learnt consciously or unconsciously as well as rationally or irrationally. The Suggestopedia method is focused on the unconscious and irrational process. The last principle has the most controversy; Lozanov (1982: 148; cited Higgs & Krashen 1983) describes the reading process as an act of many different unconscious elements fitting together.
It is believed that human beings possess a considerable amount of mental reserve which is rarely tapped into and that we only use between 5 ‘ 20% of our brain capacity at the most. This method suggests that activation of these capabilities such as recalling large numbers of materials, problem-solving and creatively responding to complex stimuli can be achieved through suggestion. In order for this suggestion process to be effective, students need to break through previous unconscious habits. Optimal use of the brain capacity can be obtained through the teacher creating an environment conducive to learning.
Anxiety in a 2nd Language Classroom Environment
Lozano feels that the optimum state for learning is a relaxed but focused state therefore a relaxed comfortable environment is central to the approach. A significant amount of research has shown that second/foreign language anxiety is a problematic obstacle affecting most students. (e.g., Casado & Dereshiwsky, 2001; Coryell & Clark, 2009; Kosti”-Bobanovi”, 2009; Liu, 2006; Liu & Jackson, 2008; MacIntyre & Gardner, 1994a; Tallon, 2009; Von W”rde, 2003).
Horwitz, Horwitz and Cope’s (1986) ‘Theory of Foreign Language Anxiety’ defines FLA as a ‘distinct complex construct of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of language learning process’ (Thi Thu Trang, 2011)
It states in the review by Scovel (1978) that anxiety research could find no connection between anxiety and foreign language acquisition until the Horwitz, Horwitz and Cope’s theory had been introduced.
Inadequate measurement of foreign language anxiety due to the lack of available measuring instruments relevant to FLA was suggested by Horwitz, Horwitz and Cope as a possible reason. ‘A five-item scale’ designed by Gardner, Clement, Smythe, and Smythe (1979) was the only instrument available that could measure foreign language anxiety but was limited in scope. After analyzing results from studies done on university students, Horwitz, Horwitz and Cope stated that foreign language anxiety needs to be recognized as a ‘situation-specific anxiety arising from the uniqueness of the formal learning of a foreign language, not just a case of general classroom anxiety being transferred to foreign language learning’ (Thi Thu Trang, 2011) Further studies explored the effects of settings within various educational institutions and identified the four English skills; reading, speaking, listening and writing as triggers for FLA. (Brantmeier, 2005; Hussein Elkhafaifi, 2005; Gregersen & Horwitz, 2002, Casado & Dereshiwsky, 2001) On the other hand, fear of failure, perceived proficiency and competitiveness to be other sources of FLA (Young, 1991; Bailey, 1983; cited : Latif, 2015)
Findings show that the two most basic tasks speaking and listening is a cause for tension and the feeling of nervousness as these two skills are inseparable during communication. (Horwitz et al., 1986: 29) The causes of ‘Second/Foreign language anxiety’, points to socio-cultural; exposure to the new language; cultural differences; social status and self-identity; coping with stress and anxiety in language classes and finally the vital role of the language teachers.
Firstly, Schwartz puts it down to intrinsic motivation, the learner’s perception of them themselves and others, (Schwartz, 1972 cited in Scovel 1991: 16 and in this paper Hashemi, 2011) or their personal and communication beliefs of languages.
Secondly, from an extrinsic point of view, Schwartz noted that different environments such as social and cultural specifically where the L1 and L2 learning occurs created language anxiety. (Schwartz, 1972; cited in Scovel, 1991: 16) Gardner attributes it to people’s apprehension about ethnicity and foreignness (Gardner cited in Horwitz & Young, 1991: viii and finally social and gender status as well as power relations between the students. However, a collaborative environment between teachers and students were reported as less anxious and stressful.
A study was performed on students from the Islamic Azad University in Iran in both a classroom and social context. Sixty students majoring in English translation and literature were randomly chosen from among 300 students. The method used for the study was a qualitative semi-structured interview and focus-group discussion. The results showed that there was a debilitating effect on learning especially ESL speaking skills. Horwitz stated that this must be overcome by students in order for them to take full advantage of L2/FL instructions. (Horwitz et al., 1986)
The responses from the Iranian subjects were the most negative compared to other similar research projects firstly indicating some cultural issues (Jones 2004), a sizable amount of anxiety towards acquiring native like fluency however the majority of anxiety was attributed to a strict and formal classroom environment. Therefore, it is vitally important that teachers acknowledge the fact that the classroom environment has the potential create high anxiety for the students. (Tsui, 1996: cited in Ohata, 2005: 148 and cited in this paper (Hashemi, 2011)
).
Teacher and Students
Lozanov’s third core element is the teachers conduct and approach. Firstly, the teacher has to be professionally trained in the Suggestopedia method and have a strong belief in the methodology.
Evidence suggests that teacher’s views of the world as well as their place they hold in the world are deeply rooted in their belief system. So what is the definition of the teacher’s ‘belief system’ Michael Borg’s (2001) defined that ‘a belief is a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further, it serves as a guide to thought and behavior.’ (Xu, 2012)
The belief system should therefore not be overlooked as it plays a major role in both teaching and life as noted by a British educational theorist Pajares (1992) who said that the belief systems of the teachers affect lesson planning, decisions and classroom process more than the teachers’ knowledge. Further to this is that beliefs systems are created early on in life and is affected by the teachers’ culture and upbringing. To add to that Nespor 1987 put the belief systems down to thinking, knowing and the affective filter which modifies and shields the information process.
Numerous research studies have attributed effective classroom learning and student outcomes to be directly linked to particular aspects of the teaching practice. (Brophy and Good, 1986; Wang, Haertel and Walberg, 1993) The key features of ‘direct instruction’ are classroom management, good structured lessons, careful monitoring, and good presentation, supportive and encouraging comments. Reports on the ‘direct method go on to say that these features need to be acknowledged and applied by the students for it to work. These same features play an important role in the Suggestopedia method. However, one major problem to the Suggestopedia method is that there are not many teachers who are in the position to use the system as laid out by Lozanov (1988).
Conclusion
Maecenas
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