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Submitted By alvareztania
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0. Introduction

This paper aims at describing Lozanov´s teaching method known as Suggestopedia so as to gain deeper knowledge on the theoretical assumptions and the characteristics of the method as well as to derive possible implications for teaching.
The present work consists of three different sections being the first one devoted to the description of the underlying theoretical assumptions of suggestopedia. Section two will deal with the main characteristics of the method, while section three will provide relevant implication for teaching. Finally, in the last section, conclusions will be presented.

1. Theoretical assumptions

Suggestopedia was developed by the Bulgarian psychiatrist-educator Georgi Lozanov and it is concerned with the physical environment in which learning takes place. Lozanov believes that language learning can be accelerated by applying this method and claims that inefficiency comes from the psychological barriers that students set up to learning, that is, their feeling of incapacity to achieve their goals. This results in students not fully using their mental capacities.
In order to overcome this problem, the author states that learners’ limitations should be “desuggested”, that is, memory banks of unwanted or blocking memories should be unloaded. Suggestopedia is then the application of the study of suggestion (loading the memory banks with desired and facilitating memories) to pedagogy.
There is an emphasis on using the language as a means of communication, that is why texts should be meaningful and they should include emotional content. In this sense, the Suggestopedic course directs “the student not to vocabulary memorization and acquiring habits of speech, but to acts of communication” (Lozanov, 1978).
In words of Richards and Rodgers (1986), Suggestopedia can be best understood as a theory that aims at describing how…...

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