In this article, the basic principles of Lozanov's Suggestopedia are interpreted in terms of Watzlawick et a! (1980) as an orchestrated attempt to further "analogic" communication. Many suggestopedic texts are, however, based on concepts of language and language didactics which do not facilitate analogic communication. The article examines some fundamental literary and didactic criteria which should be applied to a text so that it lends itself to analogic communication, i.e. proper suggestopedic presentation and activation, and at the same time conforms to present day standards of language didactics. Die basiese beginsels van Lozanov se Suggestopedagogiek word hier vertolk in terme van 'n georkestreerde poging om "analogiese" kommunikasie te bevorder (Watzlawick et al 1980). Baie van die bestaande suggestopediese tekste is egter gebaseer op taalkonsepte en taaldidaktiek wat nie bevorderlik is vir analogiese kommunikasie nie. Met hierdie artikel word fundamentele literere en didaktiese maatstawe ondersoek wat aangele behoort te word om te verseker dat 'n teks homself leen tot analogiese kommunikasie: Behoorlikc suggestopediese aanbieding en aktivering moet moontlik wees terwyl die teks steeds voldoen aan huidige standaarde ten opsigte van taaldidaktiek
This paper suggests that language teachers who use the suggestopedic method should write their own texts that comply with suggestopedic principles. This is imperative because of the lack of material that can be acquired and used in such courses. Writing their own scripts also enables teachers to identify with their materials and brings much reward and personal growth. Guidelines for the writing and setting up of these texts are provided The text should embody the philosophic and didactic .framework of suggestopedia. It should also be presented as a didactic play wherein the language components to be learned are presented in the form of new scenes in a continuous drama text. Traditional beliefs about level of complexity of the language suitable for beginners' courses are considered unfounded Suggestopedic scripts therefore contain complex, 'reallife' language .from the outset, starting with the language needed to make contact with native target language speakers. The main guideline for the organisation and structuring of the text is that it should mirror authentic communicative situations. The paper therefore argues that suggestopedic scripts should be written according to the lists of language jUnctions (or speech acts) and topic areas required for the so-called 'threshold level' of language competence. The paper concludes with examples .from a German and a Zulu text to illustrate the didactic and structural principles and guidelines that were outlined in the article. Die artikel voer aan dat taalonderwysers wat die suggestopediese metode gebruik, self tekste behoort te skryf wat strook met die suggestopediese beginsels. Die gebrek aan geskikte materiaal op die mark noodsaak hulle om dit te doen. Wanneer onderwysers hulle eie tekste skryj beteken dit egter ook dat hulle met die onderrigmateriaal kan identifiseer. Dit kan professioneellonend wees en persoonlike groei teweeg bring. Riglyne vir die skryf en ontwerp van sulke tekste word verskaf Die teks behoort in die jilosojiese en didaktiese raamwerk van suggestopedia in te pas. Dit behoort as 'n didaktiese toneelstuk aangebied te word; die taal-eksponente wat aangeleer moet word, word telkens via nuwe tonele van 'n deurlopende dramateks voorgestel. Tradisionele aannames oor die vlak van kompleksiteit van die taal wat vir beginnerskursusse geskik is, word as ongeldig beskou. Suggestopediese tekste bevat dus van die begin af komplekse taal soos dit in die werklike lewe gebruik word, beginnende by die taal wat benodig word om met moedertaalsprekers in die teikentaal kontak te maak. Die belangrikste riglyn vir die organisasie en die strukturering van die teks is dat dit outentieke kommunikatiewe situasies moet weerspieel. Die artikel stel dus voor dat suggestopediese tekste geskryf word ooreenkomstig die lyste van spreekhandelinge en a,nderwerpe wat vir die sogenaamde 'drumpelvlak' van taalvaardigheid geidentifiseer is. Ter afsluiting van die artikel word die voorgestelde didaktiese en str~kturele beginsels en riglyne aan die hand van 'n Duitse en 'n Zoeloe ...
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