Suggestopedia: an effective way to teach and learn a foreign language

Contents: Introduction. Part I: Important Social Contexts in Research on Second Language Teaching and Learning. Introduction. M.E. Brisk, Bilingual Education. M.R. Hawkins, ESL in Elementary Education. P.A. Duff, ESL in Secondary Schools: Programs, Problematics, and Possibilities. D.E. Murray, ESL in Adult Education. S. Carkin, English for Academic Purposes. P. Master, English for Specific Purposes. C. Roberts, English in the Workplace. B. Tomlinson, English as a Foreign Language: Matching Procedures to the Context of Learning. Y. Kachru, Teaching and Learning of World Englishes. Part II: Methods in Second Language Research. Introduction. L. Harklau, Ethnography and Ethnographic Research on Second Language Teaching and Learning. L. van Lier, Case Study. A. Lazaraton, Quantitative Research Methods. D. Nunan, Classroom Research. A. Burns, Action Research. Part III: Applied Linguistics and Second Language Research. Introduction. T. Pica, Second Language Acquisition Research and Applied Linguistics. S.L. McKay, Sociolinguistics and Second Language Learning. J. Zuengler, K.M. Cole, Language Socialization and Second Language Learning. G. Kasper, C. Roever, Pragmatics in Second Language Learning. J.P. Lantolf, Sociocultural and Second Language Learning Research: An Exegesis. N. Markee, Conversation Analysis for Second Language Acquisition. R.B. Kaplan, Contrastive Rhetoric. S. Conrad, Corpus Linguistics and L2 Teaching. Part IV: Second Language Processes and Development. Introduction. G. Ioup, Age in Second Language Development. R. DeKeyser, A. Juffs, Cognitive Considerations in L2 Learning. Z. Han, L. Selinker, Fossilization in L2 Learners. M. Swain, The Output Hypothesis: Theory and Research. E. Tarone, Speaking in a Second Language. M. Rost, L2 Listening. T.G. Wiley, Second Language Literacy and Biliteracy. P. Byrd, Instructed Grammar. D.E. Eskey, Reading in a Second Language. I.S.P. Nation, Teaching and Learning Vocabulary. J.S. Hedgcock, Taking Stock of Research and Pedagogy in L2 Writing. E. Hinkel, Analyses of Second Language Text and What Can Be Learned From Them. Part V: Methods and Curricula in Second Language Teaching. Introduction. S.J. Savignon, Communicative Language Teaching: Strategies and Goals. S. Fotos, Traditional and Grammar Translation Methods for Second Language Teaching. J. Williams, Form-Focused Instruction. M.A. Snow, A Model of Academic Literacy for Integrated Language and Content Instruction. R. Ellis, Instructed Language Learning and Task-Based Teaching. M. Celce-Murcia, E. Olshtain, Discourse-Based Approaches: A New Framework for Second Language Teaching and Learning. C.A. Chapelle, Computer-Assisted Language Learning. N.J. Anderson, L2 Learning Strategies. Part VI: Second Language Testing and Assessment. T. McNamara, Introduction. A.J. Kunnan, Language Assessment From a Wider Context. A. Davies, C. Elder, Validity and Validation in Language Testing. M. Chalhoub-Deville, C. Deville, A Look Back at and Forward to What Language Testers Measure. T. Lumley, A. Brown, Research Methods in Language Testing. D. Douglas, Testing Languages for Specific Purposes. C. Leung, Classroom Teacher Assessment of Second Language Development: Construct as Practice. Part VII: Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning. Introduction. T. Ricento, Considerations of Identity in L2 Learning. M. Byram, A. Feng, Teaching and Researching Intercultural Competence. S. Canagarajah, Critical Pedagogy in L2 Learning and Teaching. Part VIII: Language Planning and Policy and Language Rights. R.B. Baldauf, Jr., Introduction. R.B. Baldauf, Jr., Language Planning and Policy Research: An Overview. T. van Els, Status Planning for Learning and Teaching. A.J. Liddicoat, Corpus Planning: Syllabus and Materials Development. R.B. Baldauf, Jr., R.B. Kaplan, Language-in-Education Planning. D.E. Ager, Prestige and Image Planning. S. May, Language Planning and Minority Language Rights.

<p style="text-align: justify;">Vocabulary (mufradat) is considered a fundamental element that supports communication, reading, and writing skills in the Arabic language. Research indicates that a good mastery of vocabulary significantly contributes to language learning success. The Suggestopedia method, which utilizes suggestion, music, and a comfortable learning environment, has proven effective in enhancing students' vocabulary acquisition. This method consists of six key elements in its implementation: (1) authority, (2) infantilization, (3) double-plane communication, (4) intonation, (5) rhythm, and (6) pseudo-passivity. Through these elements, the method creates an enjoyable and supportive learning atmosphere. Therefore, we expect its application to positively contribute to Arabic language teaching at the primary and secondary education levels. This study aims to describe the Suggestopedia method, the meaning and urgency of vocabulary learning, and the implementation of Suggestopedia in vocabulary instruction. The research employs a literature review method by analyzing various books and journal articles relevant to the Suggestopedia method. The findings indicate that (1) Suggestopedia is a method that emphasizes the use of suggestion to create feelings of enjoyment, confidence, and relaxation, enabling both the right and left hemispheres of the brain to function effectively. (2) Mastery of vocabulary is a crucial factor in Arabic language skills, including communication, reading, writing, and text comprehension. (3) There are six key elements to consider in applying the Suggestopedia method for vocabulary instruction: the teacher’s full role, learners as information receivers similar to young children, double-plane communication sources, the use of vocal intonation, musical rhythm, and a calm and comfortable attitude.</p>

This study explores the use of songs in self-directed learning (SDL) to enhance vocabulary acquisition among English as a Foreign Language (EFL) students. While vocabulary acquisition is essential in language learning, there is limited research on how students independently use songs outside the classroom to improve their vocabulary. This qualitative case study examines the experiences of two students from Universitas Muhammadiyah Kendari, focusing on their strategies, challenges, and perceived benefits of using songs for vocabulary development. Purposive sampling was used to select participants who had a strong interest and experience in using songs for language learning, ensuring relevant insights.Data were collected through in-depth interviews, where participants discussed their song selection process, vocabulary learning strategies, and the challenges they faced. Thematic analysis was applied to identify key themes, such as motivation, repetition, self-directed learning strategies, and challenges, including fast-paced lyrics and slang.The findings show that personal motivation plays a key role in song selection, with participants choosing songs that resonate emotionally and have clear lyrics. Repetition was vital for vocabulary retention, while self-directed strategies like looking up unfamiliar words online helped expand vocabulary. However, challenges such as fast-paced lyrics and slang required adaptations, such as slowing down songs or using supplementary resources.This study highlights the potential of songs as a tool in SDL for vocabulary acquisition, suggesting a balanced approach that integrates songs with other language learning methods. It provides practical insights for EFL educators considering the use of songs in language learning

This research aims to find out: 1) a picture of learning readiness before using the singing method in Indonesian language learning, 2) a picture of learning readiness after using the singing method in Indonesian language learning 3) the influence of the singing method on learning readiness in Indonesian language learning. This research is a quasi-experiment research with a single-group interrupted time-series design approach. The location of this research was carried out at SDN 283 Mahalona, ​​Towuti District, East Luwu Regency. The population in this study were all class I students at SDN 283 Mahalona for the 2023/2024 academic year. Sampling was carried out using a total sampling technique with a sample size of 22 people. The research instrument used was a questionnaire and data analysis using the paired samples t test with a significance level of 5%. The results of the research show that 1) students' learning readiness before using the singing method in Indonesian language learning obtained high results, 2) students' learning readiness after using the singing method in Indonesian language learning obtained very high results, 3) there was an influence of the singing method on learning readiness in class I Indonesian language learning at SDN 283 Mahalona, ​​Towuti District, East Luwu Regency. Keywords: , ,

An Introduction to Foreign Language Learning and Teaching presents an engaging, student-friendly guide to the fields of foreign language learning and teaching. For students beginning their study of these fields, the book provides essential background information, dealing with language learning and teaching in a clear and comprehensible way. An Introduction will also be of value to teachers in training and those already working in the field, providing an up-to-date overview which focuses on contemporary issues while at the same time providing an important historical perspective. The book covers both theoretical and practical aspects of the field and provides suggestions throughout for discussion and workshop activities. Matters related to classroom and task-based teaching are dealt with at length, making the book suitable for use on practical training courses, especially where a degree of theoretical background is also required. Although most of the examples used deal with English as a foreign language, the book offers a suitable introduction for teachers of any foreign language. In this age of unfettered global communication the teaching and learning of foreign languages have never been more important. An Introduction to Foreign Language Teaching and Learning will give you the head start you need to get ahead of the field.

English learning as a foreign or second language is no more complicated process in modern era. In Pakistan, the young generation is trained with different aspects of life not only in academics but also in professional, social and in psychological domains. This study investigates the effects of teachers’ attitude on learning English as a foreign language. The study used survey questionnaire to find the effects of teachers’ attitude. Almost 106 participants volunteered for this study from three departments of one university of Pakistan. The gathered data was analyzed through SPSS version 20 to find percentage, mean score and SD. The study offered the most promising results based on teachers attitudes on learning English. The results revealed teachers’ caring attitude as significant factor related to the cognitive and communicative abilities of the students. Further, the results of this study indicated that the success of the class always depend on teachers’ behavior with the most effective impacts on learners’ social and academic success. Moreover, this study discusses the detailed information about teachers’ attitude on students’ language learning, classroom performance and future impact on language teaching and learning.

There are two problems in the result of research that will be discussed in this article. They are (1) how are the steps of the implementation of suggestopedia method in learning speaking English at the second semester students of E class TBI STAIN Pamekasan and (2) How are the increasing of speaking English skill for the second semester students of E class TBI STAIN Pamekasan in learning speaking English by using the suggestopedia method. The research method is classroom action research by using research strategy of Kemmis and Mc Taggert Model which consist of four (4) steps, namely planning, acting, observing, and reflecting. The result of research provided that classically for the 1 st , 2 nd , and 3 rd cycle indicated the increasing of students learning completeness scores, each of them are 38.23%, 67.54%, and 82.35%. While the students performance for each aspects are increasing from the 1 st cycle up to 3 rd cycle. The students performance of speaking English activities in the classroom from each aspects that more appear was grammar with score 85.2%. for the 2 nd cycle was comprehensibility with score 88.2% and vocabulary with score 88.2%, and for the 3 rd cycle that more appear was fluency with score 91.2%. Besides, for the frequency percentage of students performance from each cycles are more increasing, by the 1 st cycle 55% (enough), the 2 nd cycle 70% (good), and the 3 rd cycle 85% (very good). Finally, the suggestopedia method in learning speaking English can increase the result of students learning. In fact, the students look like be enthusiastic in learning speaking English. The students were active to joint with this subject from each cycle. By the good atmosphere, conducive situation of the classroom, and soft music made the students to be relax in learning the subject. It also was increase imagination, concentration, and liveliness for the students.

To enhance the quality of language learning, one should be able to deliver the material in the most effective and suitable method. This research aims to determine the relationship between psycholinguistics and learning methods. Psycholinguistics is an applied language science that plays a prominent role in planning language teaching. The implications of psycholinguistics are seen in the teacher's ability to manage teaching with learning methods, curriculum implementation, and selection of teaching materials. Psycholinguistics in the curriculum provides the basics for teachers in formulating objectives for teaching. The method in this research uses a quantitative type of research to determine the relationship between psycholinguistics and language learning methods. The results of the research show that the sig value is 0.000 <0.05, which indicates that there is a positive relationship between psycholinguistics and learning methods.

<p>'A Picture is Worth a Thousand Words'. Pictures can stimulate and increase the interest<br />and imagination of students so you can easily encourage a creative storyteller in them by<br />providing them an inspiring picture on which to base their story. Picture Storytelling has long<br />been recognized as a very useful method of language learning as it enhances students' language<br />skills through creative writing. The aim of this paper is to explore the possibilities of how<br />picture storytelling can effectively be used to foster students' motivation, creativity and learning<br />in EFL (English as a foreign language) classes. This paper presents a pilot study focused on 88<br />EFL first-, third- and fourth-year students of the Faculty of Educational Sciences in Sarajevo,<br />implementing picture storytelling tasks into our EFL classes in order to increase students'<br />motivation and creativity as well as to develop their basic English language skills. At the end<br />of semester, a questionnaire was given to all student participants in this project in order to<br />evaluate their attitudes towards using picture storytelling tasks in our EFL context and whether<br />they see such creative writing as a tool with positive effect on their motivation and developing<br />their EFL language skills. The results of the questionnaire reveal that students had an overall<br />positive attitude towards using picture storytelling tasks as an appropriate medium both for<br />sparking their imagination while engaged in creative writing tasks and for practicing their<br />English language skills.</p>

Any language teaching and learning process should include language etiquette. The learning of foreign languages during any stage is characterised by the interaction of many factors such as mother tongue, culture, educational background, and psychological characteristics, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for teachers. Foreign students from Sudan, Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at Multimedia University, Malaysia. This study aims to discuss the importance for international students to learn language etiquette, and to explore the components of language etiquette that international students acquired. This study used a field research method, i.e. the language method in its context, for data analysis. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. It was discovered through data analysis that instructors should be aware of and appreciate the students' native culture as well as their cultural differences in the classroom. It helps all participants/students to pick up the foreign language and its culture as well. In terms of cultural aspects, if the learner's socio-cultural competence is well defined and built during the language teaching process, he or she can be almost on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms are constantly evolving. This research focuses on foreign students' language etiquette in Malay language classes. However, future research could focus on other courses or on students' everyday lives. The primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. The education of culture and linguistic etiquette is critical to achieving these goals.

This study investigates teachers’ beliefs relating to grammar teaching in modern foreign language (MFL) learning in England. Focus on grammatical form has been consistently supported by linguistic research and teacher practice, and has progressively been reinstated in England’s National Curriculum. However, MFL learning assessment in England has remained focused on generic communicative, skill-focused criteria, leaving teachers caught in the conflicting discourses of policy, linguistic research, teacher education and teaching practice. This exploratory–interpretive enquiry explored how eight MFL teachers translated grammar teaching policy and theoretical guidelines into their teaching practices. Data from interviews, observations and think-alouds were collected and analysed using an inductive approach. The findings revealed disparate interpretations of the concept of grammar and grammar teaching. In this period of ongoing reform of MFL examinations at age 16 in England, critical exploration of what happens in the range of MFL classrooms should inform clearer theoretical and methodological guidelines for MFL teaching and learning, leading to a more consistent pedagogic rationale and more consistent strategies for teacher education and MFL provision.

Delving into the prominent role of emotions and senses in language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to foreign language education to underscore the role of sense-induced emotions in the language learning and teaching process. The present study implemented event-related potentials (ERPs) to provide evidence of the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, 18 female participants were randomly instructed on six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants' electroencephalogram (EEG) was being recorded, they took a sentence comprehension task. Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. In conclusion, emotioncy-based language instruction can affect neural correlates of emotional word comprehension from the early stages of EEG recording. The results of this study can clarify the importance of including senses and emotions in language teaching, learning, and testing, along with materials development. Direct emosensory involvement can affect word semantic processing.Indirect emosensory involvement can affect sensorial comprehension of the word.Direct sensory involvement may enhance the accuracy of the responses.Direct sensory involvement may reduce the response time. Nowadays, learning a foreign language is considered one of the challenges in our lives. It is believed that including senses and emotions in education can foster learning new words in a foreign language. One concept that focuses on the use of sensory emotions is called emotioncy. This study employed brain imaging to analyze the effects of teaching through emotioncy on related neural modulations. Based on the results of the study, higher levels of employing senses and emotions can affect the processing and comprehension of words.

Dynamics of Reading Comprehension Skills in Linguistic Intervention Programme

Methods of interactive foreign language learning as a form of speech competence of students of law specialty. Trends in the expansion of international cooperation, and accordingly intercultural communication, have led to the emergence of new requirements for future specialists: to be active participants in foreign-language professional communication, to perfectly master the rules of speech behavior during the communicative process. Thus, scientists and teachers of higher education face the problem of ensuring the highest possible level of formation of speech competence. Formation of speech competence of students of law specialties is an important process that includes the development of skills for effective use of language in various situations related to legal activities. Interactive teaching methods can significantly improve this process, promoting active participation of students in learning and helping them better master the theoretical and practical aspects of the legal profession. The task of the teacher in this process is to use in his pedagogical practice the widest possible range of different methods and teaching aids that activate the educational and cognitive activity of students in the process of learning a foreign language; to stimulate interest in the subject and the material being taught. The use of methods and aids will depend on many factors.

The authors recommend universities to change the method of foreign language learning. The study of foreign languages will not be efficient without the knowledge worked out by the particular foreign language speaking country. According to this the program for foreign language study should be interdisciplinary.