1887
Volume 17, Issue 2
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

This was a 10-week time-series investigation of a class of 12 students with the same teacher carrying out the teaching for both the experimental and control condition and the same students exposed to both treatment conditions. The question of central interest in this study was whether Suggestopedia affects more sophisticated language skills than recall, and both quantitative and qualitative measures were included to address the criticism that Suggestopedia affects memory skills alone. Year 10 students’ recall, comprehension, word production, fluency, accuracy, writing quality, transfer skills of grammatical items, and understanding of grammar rules were tested once a week. Long-term retention rates for recall were also checked at the end of each four-week period. The findings suggested that does in fact have the potential to positively affect sophisticated language skills such as transfer of structures and creative writing. Compared with performance during the control Phase, results showed that during the experimental Phase students performed equally as well on tests of comprehension, accuracy and understanding of rules, and significantly better on tests of recall, word production, fluency, writing quality and transfer of grammatical items.

Loading

Article metrics loading...

/content/journals/10.1075/aral.17.2.01fel
1994-01-01
2019-10-17
Loading full text...

Full text loading...

References

  1. Baur, R
    (1982) Untersuchungen zum Suggestopadischen Fremdsprachenunterricht. Englisch-Amerikanische Studien111: 127–41.
    [Google Scholar]
  2. Benitez-Bordon, R and D. Schuster
    (1976) The Effects of a Suggestive Learning Climate, Synchronised Breathing and Music on the Learning and Retention of Spanish Words. Journal of Accelerative Learning and Teaching, 1,1: 27–40.
    [Google Scholar]
  3. Cohen, J.
    (1960) A Coefficient of Agreement for Nominal Scores. Educational and Psychological Measurement, 20: 37–46. doi: 10.1177/001316446002000104
    https://doi.org/10.1177/001316446002000104 [Google Scholar]
  4. Cook, T. and D. Campbell
    (1979) Quasi-Experimentation. Chicago, Rand McNally.
    [Google Scholar]
  5. Felix, U.
    (1988) The Effects of Music, Relaxation and other Suggestopedic Elements in a Primary School German Class: An Experimental Investigation. Per Linguam, 4,2: 24–45.
    [Google Scholar]
  6. Felix, U. and M. Lawson
    (1988) Eine quasi-experimentelle Evaluation von suggestopadischem Fremdsprachenunterricht in drei siid-australischen Sekundarschulen. Neues Lernen Journal, 8: 46–76.
    [Google Scholar]
  7. Felix, U.
    (1991) Die Effektivitat der suggestopadischen Methode im Licht empirischer Unter-suchungen. Unterrichtswissenschaft1, pp.23–48.
    [Google Scholar]
  8. (1992) The Evolution of Accelerative Learning from Lozanov to the Present. Journal for Accelerative Learning and Teaching, 17,1: 43–116.
    [Google Scholar]
  9. Gassner-Roberts, S and P. Brislan
    (1984) A Controlled, Comparative and Evaluative Study of a Suggestopedic German Course for First Year University Students. Journal of Accelerative Learning and Teaching, 9,3: 211–235.
    [Google Scholar]
  10. Knibbler, W.
    (1982) A closer look at Suggestopedia and the Silent Way. Journal of Accelerative Learning and Teaching, 7,4: 330–41.
    [Google Scholar]
  11. Lozanov, G.
    (1978) Suggestology and Outlines of Suggestopedy. New York, Gordon and Breach. doi: 10.4324/9780203392829
    https://doi.org/10.4324/9780203392829 [Google Scholar]
  12. Lozanov, G. and E. Gateva
    (1978) The Foreign Language Teacher’s Suggestopedic Manual. New York, Gordon and Breach.
    [Google Scholar]
  13. Marston, D.
    (1988) The Effectiveness of Special Education: A Time Series Analysis of Reading Performance in Regular and Special Education Settings. Journal of Special Education, 21: 13–26. doi: 10.1177/002246698802100405
    https://doi.org/10.1177/002246698802100405 [Google Scholar]
  14. Neuner, G. , P. Desmarets , H. Funk , M. Kruger , and T. Scherling
    (1984.) Deutsch Konkret. Berlin, Langenscheidt
    [Google Scholar]
  15. Schiffler, L.
    (1986) Music in Teaching French by Suggestopedia. . In R. Freudenstein and C.V. James (eds) Confidence through Competence in Modern Language Learning. London: Centre for Information in Language Teaching and Research.
    [Google Scholar]
  16. (1992) Suggestopedic Methods and Applications. Amsterdam, Gordon and Breach,.
    [Google Scholar]
  17. Schuster, D.
    (1985) The Effect of Background Music on Learning Words, Journal of Accelerative Learning and Teaching, 10 (1): 21–37.
    [Google Scholar]
  18. Schuster, D. and D. Martin
    (1980) Effects of Biofeedback-Induced Tension or Relaxation, Chronic Anxiety, Vocabulary Easiness, Suggestion and Sex of Subject on Learning Rare Words, Journal of Accelerative Learning and Teaching, 5,4: 275–288.
    [Google Scholar]
  19. Schuster, D. and D. Mouzon
    (1982) Music and Vocabulary Learning, Journal of Accelerative Learning and Teaching, 7,1: 82–108.
    [Google Scholar]
  20. Scovel, T.
    (1979) Review of Suggestology and Outlines of Suggestopedy by Georgi Lozanov. TESOL Quarterly, 13: 255–266. doi: 10.2307/3586214
    https://doi.org/10.2307/3586214 [Google Scholar]
  21. Stein, B. , C. Hardy , and H. Totten
    (1982) The Effect of Baroque Music and Imagery on Vocabulary Retention. Journal of Accelerative Learning and Teaching, 7,4341–356.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.17.2.01fel
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error