| Titel: | The Notional Analysis of 'Suggestology' and its application in the Teaching of A Foreign Language |
|---|---|
| Autor: | Fassihiyan, A |
| Mediengruppe: | --- |
| Herausgeber: | --- |
| Zeitschrift: | --- |
| Jahr: | 1981 |
| Band: | --- |
| Heft: | --- |
| Seiten: | 165 |
| Sprache: | englisch |
| Abstract: | This study attempts to analyze the theory of 'suggestion' and examine the incentives for which it was developed. It also seeks to identify the possibilities of its application in the teaching of a foreign language. More specifically it is intended to find out if 'suggestology' is adaptable to the societies with different social and educational norms and whether or not there is a connection between 'learning' as a critical faculty and 'suggestion' with an element of 'imitation drive.' To achieve these objectives an exhaustive survey is attempted of the proposed theory and the motives and means of its application in education is thoroughly explored. It was found, during the course of the study, that of the new approach, two versions have emerged as the theory developed. In the early version, 'suggestology' was partially built on the yogic techniques of relaxation. The experiment conducted in Iran, with yoga as the main variable revealed, however, that the learners had a hard time appreciating the significance of yogic exercises. Some elements of yoga (rhythmic breathing) was found destructive and the posture it required not practical in formal education. These limitations, along with the seeming rejection of yoga as being 'mystical and esoteric' caused some of the advocates of 'suggestology' to focus their thoughts on 'music' as an alternative. The new version, however, proved more adaptable; though its efficacy was reported to be largely dependent on the selection of the proper music and the highly trained teachers. A deeper look into the principles of 'suggestology' and the motives of its application in education revealed special concern for the development of a multi-dimensional method, with the resort to the psychotherapeutic means to tap the additional learning capacity. This interest is justified in the eyes of many scholars, but the question that remains to be resolved is whether or not 'suggestion' has the adequate 'motion force' to fulfill the job. The fact that 'suggestive imagination' is firmly connected to the 'realm of imperative,' makes it hard for some pedagogues to accept this assumption, though they do not deny its marginal impact. Careful study of the techniques used in suggestopedic language courses suggests, however, that proper linguistic approach still plays a decisive role in the achievement of functional bilingualism, a fact which has long captured the thoughts of the structuralists as well as those of the modern linguists. |