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TRANSCRIPT
THE EFFECTS OF SUGGESTOPEDIA IN INCREASING
FOREIGN LANGUAGE ACHIEVEMENT
by
ELIZABETH ANN McCLAIN ROBINETT, B.A., M.Ed.
A DISSERTATION
IN
EDUCATION
Submitted to the Graduate Faculty of Texas Tech University in
Partial Fulfillment of the Requirements for
the Degree of
DOCTOR OF EDUCATION
Approved
f v- -v .v "' - "-I
Accepted
{Jean of ·e~ Gradu{J.e School
August, 1975
T3
ACKNOWLEDGEMENTS
I wish to express my thanks to the members of my committee for
their help and guidance in the developm.ent and completion of this
study. Dr. Owen Caskey, Dr. Welborn K. Willingham, and Dr. Theodore
Andreychuk devoted much time and effort in the planning and research
for and the writing of this dissertation.
Dr. Lorum Stratton and Mr, Adam Gonzalez were instrumental in
the implementation of this study, and I am most grateful and appre
ciative of their help.
Special thanks go to Dean Lewis Jones for his encouragement
throughout my work on this dissertation.
ii
CONTENTS
ACKNOWLEDGEMENTS ii
LIST OF TABLES v
I. INTRODUCTION 1
Problem of the Study 1
^ Purpose of the Study 3
Scope of the Study 3
Questions - 3
II. REVIB'J OF LITERATURE 6
Introduction 6
Availability of Literature 7
Historical Background of Suggestopedia 7
Transcendental Meditation 9
Relaxation and Fantasy Trips 11
Hypnosis 12
Area of Study lA
Suggestopedia 14
Suggestopedia in the Classroom 18
Relaxation 21
Summary 25
III. METHODOLOGY 28
Introduction 28
Hypotheses 28
Design 29
iii
I V
Variables 33
Subjects 34
Treatment of Data 40
Summary 41
IV. RESULTS AND DISCUSSION 43
Introduction 43
Results 43
Discussion of Hypothesis One 47
Discussion of Hypothesis Two 48
Discussion of Hypothesis Three 48
Results of Student and Teacher Evaluations 48
Discussion of Research Questions 50
Summary 51
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 53
Summary 53
Conclusions 54
Recommendations 54
LIST OF REFERENCES 58
APPENDIX 62
A. TRANSCRIPT OF RELAXATION TAPE 63
B. STUDENT PROJECT EVALUATION QUESTIONNAIRE 66
C. TEACHER EVALUATION LETTER 68
LIST OF TABLES
Table Page
1. Class and Laboratory Schedule for the Study 30
2. Sex of Subjects by Treatment Group 35
3. Subjects Enrolled in Colleges by Treatment Group 35
4. Classification of Subjects by Treatment Group 36
5. Percentage Results of Student Information Questionnaire 37
6. Analysis of Variance for Overall GPA by Treatment Group 38
7. Analysis of Variance for First Semester Spanish Grade
by Treatment Group 38
8. Analysis of Variance for SAT Verbal Scores by Treatment Group 39
9. Analysis of Variance for SAT Percentile by Treatment Group 39
10. Analysis of Variance for High School GPA by Treatment Group 40
11. Summary of Analysis of Variance Results for Matching Variables of Treatment Groups 40
12. Analysis of Variance for Test Scores by Treatment Group 44
13. Analysis of Variance for Nimiber of Absences by Treatment Group 45
14. Experimental Group 2 and Control Group Variable Means Comparison 45
15. Experimental Group 1 and Control Group Variable Means Comparison 46
16. Experimental Groups 1 and 2 Variable Means Comparison 47
CHAPTER I
INTRODUCTION
Problem of the Study
As education has progressed, educators continue to search for new
techniques to accelerate the rate of learning and to increase reten
tion of material learned. In his search to develop new techniques, Dr.
George Lazanov, a Bulgarian, has carried out experimental research in
teaching foreign languages at the University of Sofia. His pioneering
research offers hope for a breakthrough for a solution of this common
problem of educators.
Lozanov (1971a) termed his technique "Suggestopedia." The tech
nique combines memory expansion and relaxation to utilize the uncon
scious mental activity and intuitive mode of awareness. He claimed
learning was increased 5 to 50 times the normal rate by releasing the
unused reserve power of the mind, by developing the "intuitional per
ceptive potential," and by increasing concentration while reducing
stress and anxiety. Students learned with less effort, more efficiency,
and more retention of the material, while feeling no mental or physical
fatigue after attending a class employing suggestopedic methods.
A positive, warm, receptive, and calm classroom atmosphere was
created using relaxation techniques. Suggestion saturation was used to
increase self-confidence and spontaneity. This approach reduced ten
sion and anxiety thereby removing the barriers which tend to block the
flow of cognitive material to the brain. Distractions which hampered
learning were avoided, as a calm and positive atmosphere was enhanced
by the relaxation. Astor (1974) stated that the learning environment
should maintain a low anxiety level with a supportive atmosphere to
produce positive emotional states which influence learning efficiency.
Suggestopedia utilizes the person's ability to learn more effec
tively via nonspecific mental activity. By using the periphery of the
mind rather than the center of attention, the antisuggestion barriers
can be bypassed to reach the latent power of the mind. Lawrence (1972)
suggested that "relaxed alertness" increases the ability to absorb and
assimilate information because of increased suggestibility, increased
openness to new ideas, and reduced criticalness of suggestions. During
the suggestopedic process, students are in a state of "relaxed alert
ness," learning new material without consciously participating in the
ordinary manner of memorizing, but through an "intuitive perceptive"
approach. Students who attended the classes at the University of
Sofia were tested a year after the course ended and the results showed
they had retained the words, phrases, and grammar they had learned in
the course.
Lozanov (1971a) claimed the capacity of the brain to learn vast
amounts of new material seemed endless, once the barriers were lowered
and unconscious mental activity was in effect. Suggestopedia is an
attempt to reach the unused power of the mind and to prove learning is
pleasant and retainable.
Purpose of the Study
The purpose of this study was to apply suggestopedic techniques
to an American college classroom to determine if there was a signifi
cant effect on learning efficiency in a foreign language. The original
research was done in a foreign language in Bulgaria, therefore, foreign
language classes were selected as a natural expansion of that research.
Lozanov's technique has not been adequately researched, which indicated
a need for further research to determine the effectiveness and practi
cality of Suggestopedia in an American college classroom.
Scope of the Study
Transcendental ^^editation, fantasy trips and relaxation, and
hypnosis are closely related to Suggestopedia because of the common
usage of relaxation in each technique. This study was limited to the
use of Suggestopedia, as developed by Lozanov.
Questions
The question arises about the effectiveness of Suggestopedia and
its feasibility as a teaching tool in an American college classroom.
Will learning efficiency be increased? Will there be a significant
difference in the amount of achievement of learning new material
between experimental and control groups when the experimental group was
exposed to Suggestopedia? Will there be a significant difference
between the experimental groups exposed tt>7ice a week to Suggestopedia
and those exposed to it four times a week? Vnat will be the students'
evaluation of this technique? Will they decide it is helpful in
learning nev; material?o Will they see it as helpful in enhancing a
positive classroom atmosphere? Will the teacher find it an effective
tool to use in the classroom?^Will class attendance improve? C Is Sug
gestopedia effective and practical in increasing foreign language
achievement?
This study attempted to answer questions about the use of Suggest
opedia in the typical college classroom. More specifically, this study
examined three groups of subjects to compare the achievement occurring
in foreign language using Suggestopedia with two of the groups and
traditional methods with the third group. The level of learning
achievement was examined between a control group traditionally taught
and an experimental group exposed to Suggestopedia four times each
week in classes and laboratories to determine if one was significantly
higher than the other one. The control group and an experimental
group exposed to Suggestopedia twice weekly in classes were examined
for foreign language achievement levels to determine if one achieved
significantly higher than the other one. The third level of learning
achievement between groups to be examined for foreign language achieve
ment was the experimental groups exposed to Suggestopedia four times
each week and those exposed twice weekly.
This study had related research questions that were posed. An
effort was made to determine if the experimental groups preferred
Suggestopedia over the traditional methods of teaching. The second
question dealt with the subjects' evaluation of Suggestopedia as being
helpful in learning and retaining material. The third question posed
was whether or not Suggestopedia enhanced a positive classroom atmos-
phere. The fourth question was an effort to determine if there was a
difference in class attendance between classes taught with Suggesto
pedia and those traditionally taught. The instructors were asked to
evaluate Suggestopedia as to its effectiveness and practicality in the
typical college classroom. The formulation of the problem and ques
tions which the study attempted to answer into null hypotheses and
specific research questions will be found in Chapter III.
CHAPTER II
REVIEW OF LITERATURE
Introduction
The literature relating to Suggestopedia, a technique developed
by Dr. George Lozanov, has been limited by the availability of the
sources cited. Suggestion, as a technique in improving learning effi
ciency, has a short history dating back to the early 1960's, when
Lozanov began extensive experimental research in the area of the laws
of suggestion.
Lozanov noted the similarity of hypnosis and suggestion and con
cluded that there was a difference between a state of hypnosis and the
process of suggestion which occurs in all of the conditions of human
existence. Transcendental Meditation and fantasy trips both utilize
relaxation as does the suggestopedic process. The scope of this study
has been limited to Suggestopedia and its application to the American
college classroom.
The techniques employed in the application of Suggestopedia to
the learning process have been described by Lozanov from his develop
ment of the techniques in his laboratory in Bulgaria. Relaxation
techniques, based upon Hatha Yoga, have been an intricate part of Sug
gestopedia, emphasizing Yoga breathing exercises and the Savasana
relaxation technique.
Availability of Literature
Lozanov (1971a) has carried out pioneering research in a method
combining suggestion and relaxation, which he termed "Suggestopedia."
His application of Suggestopedia to the classroom to improve achieve
ment in learning has been described in detail in his writings, which
were the primary source of material for the review of literature.
Bancroft Cl972a, 1972b, 1973a, 1973b), a Canadian language professor
and former student of Lozanov, has written about the application of
Suggestopedia to foreign language classes at the college level.
Ostrander and Schroeder (1970, 1974) coauthored two books about psychic
discoveries in which they included Lozanov's work in Suggestopedia and
his other research in parapsychology. The search of literature
revealed that publications in the United States on Suggestopedia are
almost nonexistent. This, therefore, limited the availability of this
relevant literature to American researchers.
Historical Background of Suggestopedia
Lozanov, a Bulgarian, has been portrayed as a medical doctor,
parapsychologist, language theorist, and a psychiatrist (Bancroft,
1972a). He became interested in searching for the laws of suggestion
in the early 1960's, when he carried out extensive experimental
research in Bulgaria at the Medical Postgraduate Institute, the Science
and Research Institute, and the Institute of Pedagogies. The Federa
tion of Technical and Scientific Societies investigated Suggestopedia
under experimental conditions at the request of Lozanov who believed
the best way of convincing an investigative committee of the
8
effectiveness of his method was to expose the committee members them
selves to Suggestopedia in a learning situation. According to Bancroft
(1973a) the committee was convinced of the value of these new methods
of learning a foreign language.
Lozanov applied Suggestopedia to medicine first, then to education.
He began his research at the Department of Psychiatry of the Medical
Postgraduate Institute, where he applied suggestion of positive thoughts
to the healing of physical ailments. On August 24, 1965, in Bykovo,
Bulgaria, he used "thought anesthesia" on a patient for the first time
during major surgery. This procedure proved so successful that Bulgaria
adopted his method as a technique in their medical clinics (Ostrander
and Schroeder, 1970).
According to Ostrander and Schroeder (1974), the Bulgarian Ministry
of Education founded a center in 1966, the Institute of Suggestology and
Parapsychology, in Sofia, Bulgaria, as a part of the University of
Sofia, where Lozanov continued his research in Suggestopedia. Lozanov
experimented with Suggestopedia in foreign language classes because of
the ease of measuring progress by counting new words learned per session
as an index to learning achievement. Later, he enlarged the scope of
classes to include mathematics, history, literature, physics, chemistry,
and biology. Bancroft (1972a) stated that from 1967 to 1972, 1800
persons took foreign language courses at the Institute on a voluntary
basis. An advantage of Suggestopedia was demonstrated to be the
increased speed of acquiring new material, when a 2-year course was
shortened to 20 days.
Ostrander and Schroeder (1974) reported that in Bulgaria, Suggest
opedia was used in the school curriculum of regular public schools as
a teaching tool, when, in 1972, a group of elementary students were
taught a year's course work in a foreign language in 2-1/2 months.
Ostrander and Schroeder further reported that the Moscow Foreign
Language Pedagogical Institute in the USSR and Eotvos Lorand University
in Budapest, Hungary, and many other Soviet-bloc countries were using
this method to teach foreign languages. Scarborough College in Toronto,
Canada, has sent teachers to Sofia to be trained by Lozanov in this
technique to be used at the college level (Bancroft, 1972a).
Transcendental Meditation
Transcendental Meditation (TM), as taught by Maharishi Mahesh Yogi,
has been defined as
...a systematic procedure of turning the attention inwards towards the subtler levels of a thought until the mind transcends the experience of the subtlest state of the thought and arrives at the source of the thought. This expands the conscious mind and at the same time brings it in contact with the creative intelligence that gives rise to every thought (Levine, 1972, p. 232).
Several writers (Fiske, 1972; Graham, 1972; Wallace, 1970; Wallace
and Benson, 1972) described the technique for meditation as a simple,
easily learned one, which consisted of having the subject sit in a com
fortable position with eyes closed, for 15 to 20 minutes twice a day,
thinking only of his assigned "mantra." Neither suggestion nor any kind
of mind control is involved; rather, this technique uses the process of
the repetition of the secret "mantra," or meaningless sound, allowing
10
meditation to occur, while the mind drifts effortlessly, producing
alpha waves.
When a person practices TM, he is physically rested and psycholog
ically alert, in a state of deep physical relaxation and expanded men
tal awareness, with alpha waves predominating, and increased skin resis
tance, indicating relaxation and a reduction of anxiety. TM, therefore,
combats the stress which blocks creative intelligence and spontaneity,
and raises the level of consciousness thereby facilitating later learn
ing. A comparison of nonmeditators with meditators by Abrams (1974)
showed that meditators increased their learning ability. Collier (1973)
and Heaton and Orme-Johnson (1974) found that grade point averages
improved after students began practicing TM. Fiske (1972), Levine (1972),
and Schultz (1972) attributed benefits attained from TM to include
increased alertness, efficiency, energy, enthusiasm, productivity, crea
tivity, perceptiveness, harmonious interaction with others, decreased use
of drugs, alcohol and tobacco, and improved physical and mental health.
The Eastchester Public Schools began teaching TM as a part of the
curriculum in high school and adult education classes after an extensive
publicity program in the community. The results showed improved grades,
better relationship with teachers, parents, and peers, and a reduction
of drug abuse by those practicing TM (Driscoll, 1972).
TM and Suggestopedia both use relaxation which produce alpha waves
but with a major difference in the application of each. TM has a twice-
daily meditation period of 15 to 20 minutes when the "mantra" is
repeated for the duration of the period. Suggestopedia uses the relaxed
11
state for the learning period as the teacher presents the subject
material to the students.
Relaxation and Fantasy Trips
Roberts (1974) described a new technique of relaxation and fantasy
trips applied in the classroom as a part of a new approach to educa
tional psychology, termed "Transpersonal Psychology," which emphasizes
the altered states of consciousness. A combination of relaxation and
fantasy trips, an easily applied transpersonal technique, was used to
develop the creative ability of the students. The process, claimed by
teachers who used it to produce excellent results, began with self-
relaxation of the students, followed by a structured imaginary journey
relating to the course content, and concluded with a presentation of
cognitive material for integration with the information already gained
at a preverbal level.
A relaxed high school shop class went through a fantasy trip as *" •;/<•
electrons in force fields around induction coils, then received cogni
tive material about force fields on the electrons around the induction
coils, and improved the quality of their laboratory work. The students
using fantasy trips showed a better understanding of the cognitive
material than previous classes.
Advantages of relaxation and fantasy trips included fewer discip
line problems, more eagerness to participate in classes, more enthus-
iasm for classwork, and a union of reason with intuition for creative
thinking. Relaxation and fantasy trips have been described because
Suggestopedia also uses relaxation as a component of learning, with
• ' • ^ . i
12
the major difference being the structured fantasy trip guided by the
teacher, followed by a presentation of the cognitive material, and
Suggestopedia's use of relaxation in combination with the presentation
of course materials, such as new words in a foreign language course.
Hypnos is
Lozanov (1971a) stated that hypnosis and suggestion were not the
same, although the similarity had caused some confusion. Suggestion
was used in Suggestopedia as an approach and method, an association,
and reverberation, whereas hypnosis was described as a state more
closely related to a behavioral somnolent condition which changed
the state of consciousness. Krippner (1970) defined hypnosis as a
procedure that induced a state of consciousness which heightened
responsiveness to suggestion.
Part of the confusion resulted from the use of suggestion to
reach the hypnotic state, the increased suggestibility during the state,
and the suggestive phenomena first observed during hypnosis. Hoivever,
hypnosis could be obtained without suggestion as in the hypnosis of
animals, or with the use of mechanical rhythmic sound or light stimuli.
The study of hypnosis used in learning environments has been
extensive, although inconclusive in research findings. Kliman and Gold
berg (1962), Mutke (1967), and Krippner (1966) reported a significant
increase in reading advancement by subjects who were hypnotized com
pared to a group which had not been hypnotized. Donk et al. (1970)
reported a significant increase in reading speed using hypnosis when
compared to a control group. Sakata and Anderson (1970) concluded that
13
posthypnotic suggestion improved task performance more than suggestion
presented in an awake state, and they further suggested that relaxation
occurring during hypnosis could have increased task performance as it
reduced test anxiety and tension. Salzburg (1960) found that hypnosis
facilitated learning when deep hypnosis was combined with suggestion
that learning would be increased prior to the actual learning task.
Hagedorn (1969) used posthypnotic suggestion to facilitate recall of
lecture material and found there was a significant difference in recall
of material by those subjects who had been hypnotized.
Several researchers concluded that hjrpnosis made no difference in
learning efficiency and even reported that hypnosis inhibited learning
efficiency (Harley and Harley, 1968). Swiercinsky and Coe (1970) con
cluded that hypnosis made no difference in learning material nor did
hypnosis have an effect on reading comprehension. Barbar (1965) stated
that the task-motivating suggestion improved learning rather than
hypnosis, which added to the confusion of hypnosis and suggestion as a
learning tool. Treloar's (1967) review of research on hypnotic learn
ing concluded that the findings were contradictory, and were obtained
using faulty experimental procedures.
Suggestion, as reported by Lozanov (1971a), exists in all conditions
of human existence, including sleep, hypnosis, and wakefulness, requires
a minimum use of the conscious process, and covers a broader area than
the restricted communication and stimuli of hypnosis. Suggestion was
also used to obtain other changes in mental and somatic states, as in
the effective use of a placebo given to a patient for therapeutical
14
purposes without the use of hypnosis. Suggestopedia uses pseudo-
passiveness based on relaxation, creating an alert state of mind, with
the antisuggestion barriers lowered, to increase the receptiveness of
suggestions. Hypnosis is a behavioral somnolent state which uses
suggestion as a technique, but which is not necessary to obtain the
hypnotic state. Everyone is constantly exposed to suggestions regard
less of the conscious state, while for a very limited time persons are
exposed to the state of hypnosis. Hypnosis and Suggestopedia both use
relaxation procedures although the learning environment is different
for each, with Lozanov claij iing more positive results in learning
efficiency.
Area of Study
The purpose of this research was to explore the use of Suggesto
pedia in a classroom in an effort to discover if learning efficiency
could be increased. The other closely related areas of TM, relaxation
and fantasy trips, and hypnosis were not included in this study. They
differed from Suggestopedia in method and approach although all use
relaxation. Suggestopedia, as developed by Lozanov, was the basis of
this study in the application to a college classroom for the purpose
of exploring the possibility of its use in increasing learning effi
ciency.
Sugges topedia
Lozanov developed a theory about the scientific study of sugges
tion called Suggestology, which when applied to education, was termed
15
Suggestopedia. He claimed that learning was increased 5 to 50 times
using Suggestopedia, which was basically a technique combining memory
expansion and relaxation. A new foreign language could be learned in
20 to 30 days. Carson (1971) reported that Lozanov could converse in
English four years after taking a short English course and not having
heard English for more than a year. When a person was exposed to
Suggestopedia, he was in the waking state and in a state of awareness,
while attempting to reach the unknown reserves, powers, and abilities
of the mind (Ostrander and Schroeder, 1970, 1974).
Suggestopedia attempted to go beyond the normal capacity of the
mind, bypassing the defense mechanisms to reach the unused 90% of the
brain and to break through the barriers of the mind which prevented
the utilization of the latent ability of the brain, to reach the human
"plus" reserves. Suggestopedia could be used for all ages and levels
of intelligence with increased learning speed and retention of material
with little effort by the students. Ostrander and Schroeder (1970)
reported that students tested a year later retained the material
learned using Suggestopedia while showing an improvement in memory and
intelligence. The capacity of the brain to learn vast amounts of new
material seemed endless, once the barriers were lowered. Lozanov per
formed an extreme experiment to try to discover just how much the mind
could absorb. In 15 minutes, 500 new words were learned and retained
when tested 3 days later. The conscious limits of the mind were
bypassed to open up reserve powers of the mind and to develop the
intuitive and perceptive nature of the mind (Lozanov, 1971a).
16
Bancroft ..(1972b) and Ostrander and Schroeder (1970) described
the student as having attained a free floating state of consciousness
or meditative state to increase concentration while reducing stress
and anxiety. The relaxation techniques used Yoga deep breathing and
Savasana, or Complete Rest Position, by freeing the mind of distrac
tions, which hampered learning, to act as a sponge soaking up new
material. The student did not consciously participate in the learning
process as in the ordinary way of memorizing. Memorization and learn
ing were approached through a perceptive intuitive means, on the peri
phery of the mind where assimilation occured more easily as material
was presented by the teacher (Lozanov, 1971a).
Lozanov (1971a) used suggestion, which exists, in all human condi
tions, to develop the functional reserves of the human psyche via the
unconscious mental activity by presenting the suggestion during a state
of "mental relaxation" or, as he labeled it, concert pseudo-passiveness,
The student was alert and relaxed, possessing adequate motivation to
increase memorization. To facilitate utilization of the functional
reserves of the mind, Lozanov employed a direct flow of information to
the unconscious regions, automatic assimilation, speed, accuracy, and
economy of effort.
To protect the person from receiving too much stimuli from the
constant flow of suggestions from the environment, antisuggestion
barriers, have been established. Lozanov (1971a) listed three anti-
suggestion barriers: the critical-logical barrier which rejects all
that does not make a logical impression, the intuitional-affective
17
ba r r i e r which re jec t s a l l that does not create a feeling of confidence
and secur i ty , and the e th ica l ba r r i e r which re jec ts a l l that contra
dic ts the pr inc ip les of the individual . To bypass these bar r ie rs or
to comply with the b a r r i e r s , a s t a t e of calm and relaxation is achieved
to u t i l i z e the unconscious mental ac t iv i ty in an in tu i t i ve perceptive
manner.
Lozanov ident i f ied some pr incipal theore t ica l elements in Sugges
topedia as authori ty , i n fan t i l i za t ion , double-planeness, intonation,
rhythm, and concert pseudo-passiveness. The authority and prest ige of
the teacher are basic to the teacher 's ro le to command or suggest
memorization in a pos i t ive , self-confident , and enthusiast ic manner.
The greater the authori ty of the teacher, which is maintained by d i s
tance between student and teacher, the greater are the expectations by
the s tudents , which in turn increases learning as they remember more
from an au thor i ta t ive source. In fan t i l i za t ion of the student i s
increased as the authori ty of the teacher increases with the aim of
reestabl ishing a ch i ld ' s curiosi ty and a b i l i t y to memorize new informa
tion and gaining the self-confidence, spontaneity, and the recept ivi ty
of a child, u t i l i z i n g techniques of role-playing, games, songs, and
exercises . Double-planeness takes into account the effects of the
environment as s t imuli of the unconscious. The teacher ' s dynamic per
sonal i ty , ref lected in tone of voice and gestures, inspires learning,
as the teacher conveys different meanings of new words through gestures
and varied intonation. During the seance three phrases are used, each
with a different intonation in addition to the acted out dialogues to
18
be imagined by the student to increase memorization. Rhythms vary
from animated conversation to the passivity of the seance at which time
the rhythm is in accordance with the music which is necessary while
presenting new material. Lehmann (1971) wrote that the role of music
in Suggestopedia is to support the learning process and to act as a
medium to activate the subconscious. Concert pseudo-passiveness was
coined by Lozanov to describe the relaxed state of the students during
the seance when the teachers act out or read new material as background
music is played. The student is instructed to listen to the music as
he assimilates new material effortlessly. Punchev (1971) found that
memorization increased significantly with secondary pupils when sug
gestopedic techniques are used which emphasized authority and concert
pseudo-passiveness. Lozanov stated that Suggestopedia corrects mis
conceptions about learning and demonstrated in the classes that learn
ing can be pleasant and retainable (Bancroft, 1972b; Carson, 1971).
Suggestopedia in the Classroom
Lozanov's research at the Institute utilized small classes of 12
students, who had volunteered for the foreign language course and who
were expected to attend all classes. No special equipment was required,
although the small classrooms had recliner chairs placed in a semi
circle. The typical classroom, with bright and charming decor, looked
more like a lounge than a classroom with subdued lighting and gentle
and soothing music playing in the background, to enhance the calmness
of the relaxation and to create a positive atmosphere which was neces
sary in this learning method. A small area of the classroom was used
19
as a stage for simple plays based on lesson dialogues (Bancroft, 1972a;
Ostrander and Schroeder, 1970).
The student was relaxed, passive, completely awake, unresisting,
and in control of himself with alpha waves predominating to intensify
concentration, memorization, and learning. The student was not listen
ing to the teacher as 120-150 new words and grammar were presented each
session, but was absorbing the material in an intuitive manner while
listening to the music. The student leaned back in the recliner,
relaxed, breathed easily and deeply, listened to the music, learned
without effort while not realizing that he was learning, and assimil
ated a vast amount of material without difficulty or mental or physical
fatigue. Students reported that they liked the technique and that they
progressed more rapidly (Bancroft, 1973b; Lozanov, 1971b; Ostrander and
Schroeder, 1970; Tashev and Natan, 1966).
Ostrander and Schroeder (1970) reported that the classes at the
Institute met 6 days a week, for 4 hours each day, with 1 hour of prac
tice and tests over old material, 1 hour for the presentation of new
material, and 2 hours for the suggestion or relaxation session. These
classes were scheduled for 30 days in which a course equivalent to 2-3
years was covered, including 6000 words and grammar.
The most frequently taught languages were French, English, German,
and Italian, with an emphasis on the practical knowledge of a foreign
language, utilizing speaking, writing, reading, and translation
designed to prepare interpreters, translators, and teachers. The
program consisted of 3 units; linguistics, socio-political, and
20
educational. The students viewed foreign films, which were not access
ible to most Bulgarians, to get a better grasp of the language (Ban
croft, 1972b).
The voice of the teacher varied from businesslike, harsh, and
commanding to soft and calm using a special rhythm and intonation to
reinforce the material against a musical background and in accordance
with the rhythm of the music. The teacher maintained a positive atti
tude, making corrections in a positive rather than negative manner,
suggesting to the student that he was capable and could communicate
spontaneously in the foreign language, to increase self-confidence of
the student and to create an encouraging atmosphere in the classroom
(Bancroft, 1972a, Ostrander and Schroeder, 1970).
The classes were divided into 3 sections: presentation of pre
viously learned material, presentation of new material, and the second
presentation of new material during the seance. The review of pre
viously learned material consisted of a conversation between the
teacher and student who reacted spontaneously to given situations.
Each student was given a new name and role to encourage the removal of
inhibitions in the use of the foreign language and to benefit from the
practical use of a foreign language in a "human setting." The second
part was a presentation of new material almost entirely in a foreign
language using dialogues with minimal translation and a precise rhythm
and situation based on "real life" with the student describing what he
saw around him. The third session consisted of two parts in the seance
or relaxed part, active and passive, when new material was presented in
21
a manner similar to te levis ion commercials or Sesame St ree t . The
acted-out dialogues were presented varying the tone and rhythm and
repe t i t ion of the material by the teacher, coordinating sound and
printed word with a background of calm music with the student relaxed
in a s t a t e of pseudo-passiveness. During the act ive part of the ses
sion the student watched the printed word or phrase which had been
grouped by threes and spoken by the teacher using a different intonation
with each phrase. The teacher t r ied to communicate the meaning of the
word by the tone of his voice and "command" that i t be remembered.
During the passive part of the seance or "concert" par t , the student
l is tened to the music as the teacher acted out the dialogue or read
the material to be memorized with a rhythm to the music, while the s tu
dent was encouraged to imagine the scene or repeat to himself the
foreign word or phrase, or "inner speech," which was considered impor
tant to learning. The new material had been reinforced three times
before the students went "into the s t r e e t s " to pract ice the use of the
foreign language by describing what they saw. They also presented
simple plays in the foreign language in the class (Bancroft, 1972a,
1971b).
Relaxation
Several wr i te rs have made very posi t ive statements concerning the
advantages accruing from specif ic relaxat ion techniques. Wolpe (1969)
s ta ted that deep relaxat ion acted as an inhibi tor of anxiety, and that
re laxat ion and anxiety could not coexist . He s ta r ted his relaxat ion
process with breathing exercises to slow the breathing and to make i t
22
more rhythmical, and then proceeded to tensing and relaxing the mus
cles to produce a "letting go." Ostrander and Schroeder (1970)
reported Lozanov's use of Yoga breathing and relaxation as a basic
component of Suggestopedia, creating an anxiety-free atmosphere to
reach the reserve power of the mind.
Schwartz (1954) suggested that music aided relaxation, because
it quieted the mind and the inner mental noise. Effortless relaxation
employed slow, rhythmic breathing to quiet emotions and to avoid the
shallow breathing of a person who was tense, anxious, or under emo
tional strain. As the person relaxed, he became more susceptible to
suggestion as the "mental censor" was off guard, and became more aware
of the unused resources and strength upon which he. could draw to
release the reserve capacities, powers, and abilities of the mind.
The process of breathing slows as a person becomes more absorbed
in deep thought and meditation. Regulation and harmonizing the
breathing is the technique used to reach the unlimited power of the
mind, to increase concentration, and to avoid the shallow and irregu
lar breathing indicative of anxiety, tension, and lack of concentra
tion. As the breathing becomes rhythmical, the state of consciousness
changes, with the person acting as a spectator, watching the mind's
procession of thoughts, without an attempt to restrict or control
those thoughts (Behanan, 1937; Eliade, 1969; Rathbone, 1969; Vishnude-
vananda, 1960).
Yoga breathing consists of three parts: inhalation, holding, and
exhalation. To begin any of the breathing exercises, a person exhales
23
vigorously, then slowly, smoothly, and silently inhales, holds, and
exhales, using a rhythm of a recommended ratio of 1:2:2 for 3 to 5
minutes daily (Haich and Yesudian, 1953).
The Savasana, or Position of Complete Rest, was used by Lozanov
in his classroom laboratory to create a relaxed state conducive to the
lowering of the antisuggestion barriers. The person lies flat on his
back, arms by his sides, palms upwards, and eyes closed, and uses Yoga
breathing techniques to make the breathing slow and rhythmical. Mus
cles are relaxed progressively, starting with the toes, going upwards
to the feet, ankles, calves, knees, thighs, abdominal muscles, chest,
shoulders, arms, hands, and facial muscles. As the relaxation con
tinues the breathing is deep and rhythmical, inner tensions are
released to create a feeling of "letting go," which leads to the final
step of detachment of the mind from cares, responsibilities, anxiety,
and tension (Phelan and Volin, 1963).
Jacobson had proposed a similar technique called Progressive
Relaxation in 1929 which used a systematic tensing of gross muscle
groups and then relaxing them, which isolated the muscles for the
identification of tense muscles. The person sat in a chair with arms
in his lap, feet flat on the floor, and began to tense and relax each
part of his body until he was totally relaxed (Rathbone, 1957).
Wine (1974) began his relaxation process with deep breathing based
upon a 3 step process of inhalation, retention, and exhalation with a
suggested time ratio of 7 seconds for inhalation, 5 seconds for reten
tion, and 7 seconds for exhalation. The instructions were given slowly
as follows:
24
Settle back comfortably in your chair. Jiggle your legs up and down for a moment, then allow them to drop loosely with your feet flat on the floor. Shake your arms vigorously, then allow them to drop loosely and comfortably to the arms of your chair. Close your eyes. Swing your head around slowly several times in a wide, loose circle, then let it settle into a comfortable, relaxed position. If there are any other muscles in your body that feel tense and tight right now, just take a moment to clench that muscle tightly...now relax, let it go loose and relaxed. Now, let's begin breathing deeply, regularly, slowly. Remember to inhale slowly and deeply, taking in as much air as you can hold. As you do so, you will feel your stomach rising slowly. Hold your breath as I count to five, then exhale slowly, letting the air pass between your parted lips. Experience the slow fall of your stomach as you do so. Now inhale—slowly—deeply—take in as much air as you can...hold it 1-2-3-4-5, exhale. As the air passes between your parted lips you feel yourself becoming more relaxed. Inhale slowly...hold it...exhale. Notice the feeling of comfort and relaxation you are able to bring forth. Continue breathing slowly and deeply for a fev7 minutes (p. 8).
Ramacharaka (1904) and Haich and Volin (1953) described some of
the basic Yoga breathing exercises, which were the Complete Breath,
Yoga Cleansing Breath, Yoga Vocal Breath, and Alternate Breath, bring
ing harmony with nature and unfolding latent powers. They agreed as
to the essential components of fundamental breathing exercises such
as:
Complete Breath
1. Stand or sit erect
2. Fill lower part of lungs with air
3. Fill middle part of lungs with air
4. Fill higher part of lungs with air
5. Retain breath a few seconds
6. Exhale slowly
7. Relax chest and abdomen
25
Yoga Cleansing Breath
1. Inhale a complete breath
2. Retain a few seconds
3. Pucker lips and exhale a little air with vigor,
stop, exhale a little more air, stop, exhale,
repeating until all the air is exhaled.
Yoga Vocal Breath
1. Inhale a complete breath
2. Retain air for a few seconds
3. Exhale vigorously at once through open mouth
4. Do the Cleansing Breath
Alternate Breath
1. Sit erect
2. Breathe rhythmically
3. Close one nostril and inhale for a count of 8
4. Retain for 4 counts
5. Exhale through the other nostril for 16 counts
6. Inhale through the same nostril for 8 counts
7. Retain for 4 counts
8. Exhale for 16 counts using other nostril
9. Repeat several times
The Complete Breath, Cleansing Breath, Vocal Breath, and Alternate
Breath were recommended most often to be used with relaxation. The
Droning Breath, as described by several writers, is done by inhaling,
then slowly releasing the air through the mouth while making a "th"
26
sound. The relaxed state resulting from the deep breathing exercises
was compared to the alpha rhythm of rest (Ostrander and Schroeder,
1970).
Some of the benefits described by Hittleman (1968), Ramacharaka
(1904), and Rathbone (1957) are calmness, a "letting go" of worry,
anger, anxiety, and tension, and renewed energy. Hittleman (1968)
further described benefits of breathing and Yoga as "emotional stabil
ity, serenity, vitality, enthusiasm, optimism, confidence, inner
strength, harmony, elevation of consciousness, peace" (p. 182).
Summary
Suggestopedia was developed by Dr. George Lozanov, at the Univer
sity of Sofia, as a technique combining suggestion and relaxation to
improve learning efficiency and retention of material. He concentrated
on foreign language classes because of the ease of measuring achieve
ment. Lozanov started his research in the 1960's at the University of
Sofia,, first with medicine in "thought anesthesia" and later in educa
tion. His focus was on suggestion and how it aided in learning, pro
ducing studies at all levels of education from elementary to the
university level.
Some confusion has resulted from the similarity of Suggestopedia
to other approaches because of the common element of relaxation.
Transcendental Meditation uses relaxation, but emphasizes a meditation
period of 15 to 20 minutes twice daily while Suggestopedia uses the
relaxation time to present nev7 material for retention. Fantasy trips
have been used in the classroom combined with relaxation. The teacher
27
guides the student through a fantasy trip structured to include the
topic of study, and the student imagines himself on the trip as
directed by the teacher. Suggestopedia uses the relaxed period to
open the unconscious mental activity to absorb the new material.
Hypnosis, utilizing relaxation, has been used in the classroom with
contradictory results. In the hypnotic state, there exists a behavioral
somnolent state, while the student is awake, alert, and in control dur
ing the relaxation of Suggestopedia. This study did not include any of
these related areas but concentrated on the technique of Suggestopedia
as developed by Lozanov.
Suggestopedia reportedly increased learning by 5 to 50 times by
combining memory expansion and relaxation to bypass the antisuggestion
barriers to reach the unknown reserves, powers, and abilities of the
mind. Lozanov utilized the Yoga deep breathing exercises and the posi
tion of Complete Rest, or Savasana, to reduce inner tensions and
anxiety which hampers learning. As gentle, soothing background music
was played, the teacher presented the new words and phrases changing
tone and rhythm, while the student was relaxed, absorbing the material
in an intuitive perceptive manner. A foreign language course was
taught in 20 days that covered 6000 words and grammar, emphasizing a
practical knowledge of the language. The student was encouraged to use
the language spontaneously to discover that learning was pleasant,
effortless, and retainable.
CHAPTER III
METHODOLOGY
Introduction
Suggestopedic techniques, as developed by Lozanov, were adapted
to the American university cla^Ssroom from the Bulgarian university
classroom. The treatment was an approach to teaching foreign language
combining suggestion and relaxation in a three part process to improve
learning efficiency.
Hypotheses
The following null hypotheses were formulated in order to answer
the questions raised by the problem of the study:
Hypothesis No. 1: There will be no significant difference in
foreign language achievement between a control group traditionally
taught and an experimental group exposed to Suggestopedia four times
each week in classes and laboratories.
Hypothesis No. 2: There will be no significant difference in
foreign language achievement between a control group and an experimen
tal group exposed to Suggestopedia t wice weekly in classes.
Hypothesis No. 3: There will be no significant difference in
foreign language achievement between experimental groups exposed to
suggestopedia four times each week and those exposed twice weekly.
In addition, the following research questions related to the
problem of the study were posed:
28
29
1. Do the experimental groups prefer Suggestopedia over the tra
ditional teaching methods?
2. Do the experimental groups evaluate Suggestopedia as being
helpful in learning and retaining material?
3. Do the experimental groups evaluate Suggestopedia as enhanc
ing positive classroom atmosphere?
4. Do the experimental groups have better class attendance than
the control group?
5. Do the instructors evaluate Suggestopedia as more effective
than traditional methods?
6. Do the instructors find Suggestopedia practical for use in
the typical college classroom?
Design
Two experimental treatment groups and one control group composed
the subjects for this study. All subjects were administered a weekly
examination over course material. One of the experimental treatment
groups received the suggestopedic treatment twice a week with the
laboratories as traditionally taught (Experimental Group 1). The sec
ond experimental treatment group received the treatment four times a
week (Experimental Group 2). The control group had the traditionally
taught class and the laboratory combination (Control Group). For a
period of six weeks the subjects attended the class and laboratory for
five 50 minute classes and laboratories.
30
Three regular teachers in the language department were utilized
in the study who were experienced in the teaching of Spanish and who
were informed about the experimental project. The class schedule for
each group differed with the exception of Monday of each week when all
the groups were administered a test in the regular class period by
Teacher A. Tuesday and Thursday were scheduled as language laborator
ies with the Control Group traditionally taught by Teacher B and the
Experimental Groups taught by Teacher C using the suggestopedic pro
cedure. On Wednesday and Friday of each week, the Control Group and
Experimental Group 1 were taught by Teacher A in the traditional man
ner in the language classes. Experimental Group 2 was taught using
the suggestopedic method by Teacher A on Wednesday and Friday. A com
parison of the weekly schedules as carried out for the 6 weeks of the
study will be found in Table 1.
TABLE 1
CLASS AND LABORATORY SCHEDULE FOR THE STUDY
Monday
Tuesday
Wednes day
Thursday
F r i d a y
C o n t r o l Group
T e s t Teacher A
Lab Teacher B
C l a s s Teacher A
Lab Teacher B
Class Teacher A
Exper imen ta l Group 1
Tes t Teacher A
Sugges toped ic Lab-Teacher C
Class Teacher A
Sugges toped ic Lab-Teacher C
Class Teacher A
Exper imenta l Group 2
T e s t Teacher A
Sugges topedic Lab-Teacher C
Sugges toped ic C la s s -Teache r A
Sugges toped ic Lab-Teacher C
Sugges topedic C l a s s - T e a c h e r A
31
Barbar (1969) theorized that people improve their performance on
cognitive tasks when positive suggestion and explanation of the task
has been made to the groups. Therefore, the two experimental groups
received an initial explanation of the technique for 25 minutes and a
practice relaxation period for an additional 25 minutes during which
the teacher presented new material to demonstrate the teaching method.
The introductory explanation included suggestions about the benefits
of the technique, research that supported the benefits of relaxation
and the blockage of learning caused by anxiety, antisuggestion barriers
that prevented the usage of the reserve power of the brain, examples of
the research that has been done in Bulgaria, an explanation of the sug
gestopedic process, an explanation that the technique is not hypnosis,
and an opportunity for students to ask questions. The second half of
the class period was devoted to a practice relaxation session which
began with deep breathing exercises. The relaxation tape was played
with 10 minutes of relaxation instructions followed by 15 minutes of
music as the teacher demonstrated how the presentation of the material
would be carried out. The students were given another opportunity to
ask questions and to make comments at the close of the demonstration
period.
For the following 5-1/2 weeks, each class presentation consisted
of three parts: review and dialogue using old material, presentation
of new material, and the relaxation period when the new material was
reinforced. For the first three weeks, the review and presentation of
new material parts lasted for 25 minutes, the relaxation period for 25
32
minutes. The students were encouraged to react spontaneously and to
use the foreign language in dialogue with the teacher. During the
second phase, the teacher presented new words and phrases, grouped by
threes, with variation of tone of voice with each word or phrase. The
third part, the remaining 25 minutes of the class period, the relaxa
tion tape was played. The students listened to the tape for 10 minutes
as they relaxed, and then listened to classical music for 15 minutes.
During the time the music played, the teacher reinforced the new
material by saying the word or phrase in Spanish, with limited transla
tion in English, varying intonation and rhythm of voice. An effort was
made to provide a relaxed, positive, and anxiety-free atmosphere in the
classroom. The instructional format v/as the same for the entire treat
ment period. During the final 2-1/2 weeks of the treatment period, the
relaxation phase was reduced from 25 minutes to 20 minutes in order to
cover additional new material during the earlier parts of each class
period.
The deep breathing exercises were seen as being an essential com
ponent of the suggestopedic method. For that reason, an effort was
made to select breathing exercises which were more likely to produce
alpha waves during a relaxed state of consciousness. By using measure
ments of alpha waves on a biofeedback machine, experimentation was con
ducted using various deep breathing exercises with a student sample not
involved in the research study. A baseline was established with eyes
closed, sitting erect in a chair, in a comfortable position for 7-1/2
minutes. The Complete Breath, Alternate Breath, and Droning Breath
33
were tested for approximately 7 minutes each, after which another base
line was established for 7-1/2 minutes with a similar rating as the
first. The results showed a tendency towards increasing alpha waves
using the Complete Breath, while the Alternate Breath showed approxi
mately the same alpha wave activity as the first baseline, and the
Droning Breath resulted in less alpha wave activity. The results sug
gested that the inhalation, retention, exhalation process, or Complete
Breath, was the most effective of the breathing exercises to attain a
relaxed state of consciousness. For the relaxation tape, the Complete
Breath was selected for use based upon biofeedback information.
The final day of the treatment period, the three groups were
administered an objective achievement examination covering new material
presented in the foreign language during the treatment period. A short
questionnaire was given to the two experimental groups for student
evaluation of the effectiveness of the technique. The two teachers
were asked for an evaluation of the technique. The length of treatment
was six weeks, consisting of five 50 minute classes each week.
Variables
In the design of this study, the independent var iable was the
method of presentat ion of the subject matter. The treatment for the
experimental groups was the combination of re laxat ion, soft music,
suggestion, a posi t ive atmosphere, and a l istening-review process.
The dependent var iable for the three null hypotheses was a meas
ure of achievement on a uni t of subject matter which was administered
34
at the end of the treatment period. Control variables examined were
the overall grade point average (GPA), first semester Spanish grade,
SAT verbal scores, SAT percentile scores, high school GPA, and class
absences.
Subj ects
The subjects used in this study were assigned incidentally to
second semester Spanish classes that made up the two experimental
groups and the one control group. Students enrolling for the spring
semester enrolled in the regular scheduled classes as a part of their
regular schedule. Only after classes were established were students in
the experimental groups informed as to the nature of the teaching tech
nique. At which time they were given the option of changing to another
class. No student moved from the Experimental Groups to the Control
Group as a result of the use of the sections for the experimental pro
ject. The first experimental group (Experimental Group 1) consisted of
66 subjects: 34 males and 32 females. The second experimental group
(Experimental Group 2) consisted of 14 subjects: 5 males and 9 females.
The Control Group had 18 subjects: 11 males and 7 females. The dis
tribution by college enrollment showed 1 subject in the College of
Agriculture, 84 subjects in the College of Arts and Sciences, 1 subject
in the College of Engineering, 1 subject in Graduate School, and 11
subjects in the College of Education. Classification of subjects showed
34 freshmen, 30 sophomores, 27 juniors, 6 seniors, and 1 graduate stu
dent. Tables 2, 3, and 4 show subjects in the groups by sex, college,
and classification.
TABLE 2
35
Sex
Males
Females
SEX OF SUBJECTS BY TREATMENT GROUP (N=98)
Experimental Group 1
34
32
Experimental Control Group 2 Group
5
9
11
7
Total
50
48
Total 66 14 18 98
TABLE 3
SUBJECTS ENROLLED IN COLLEGES BY TREATMENT GROUP (N=98)
Colleges Experimental Experimental Control
Group 1 Group 2 Group Total
Agriculture
Arts & Sciences
Engineering
Graduate
Education
56
1
9
14
1
14
1
2
1
84
1
1
11
Total 66 14 18 98
36
TABLE 4
CLASSIFICATION OF SUBJECTS BY TREATMENT GROUP (N=98)
Classification
Freshmen
Sophomores
Juniors
Seniors
Graduates
Experimental Experimental Control Group 1 Group 2 Group Total
19
20
21
5
1
6
5
2
1
9
5
4
34
30
27
6
1
Total 66 14 18 98
The questionnaire administered to the experimental groups showed
only a small percentage of the subjects spoke Spanish at home,
although more than half of the subjects had had Spanish in Junior or
Senior high school. Further, the majority of the subjects had no
prior experience with the related areas of hypnosis, relaxation. Yoga,
or Transcendental Meditation. Table 5 reports the percentages of
prior language training and related areas of experience for Experimen
tal Groups 1 and 2.
37
TABLE 5
PERCENTAGE RESULTS OF STUDENT INFORMATION QUESTIONNAIRE
Yes No
Does your family speak Spanish at home? 3 97
Did you take Spanish in junior or senior high school? 58 42
Have you had prior experience in related areas?
Hypnosis 8 92
Relaxation 20 80
Yoga 8 92
Transcendental Meditation 7 93
In order to establish the equality of the experimental and con
trol groups on variables that might be related to the dependent varia
ble, analysis of variance was used. The overall GPA was not signif
icant by treatment groups, nor were first semester Spanish grade, SAT
verbal score, SAT percentile, and high school GPA, as shown in Tables
6, 7, 8, 9, 10. In Table 11, a summary of the analysis of variance
results for matching variables of treatment groups documents that the
three groups were equal on these control variables, as would be
expected by using random assignment of subjects.
38
TABLE 6 V
ANALYSIS OF VARIANCE FOR OVERALL GPA BY TREATMENT GROUPS (N=98)
Treatment Group
Experimental 1
Experimental 2
Control
Source of Variation
Between Groups
Within Groups
Total
N
66
14
18
Criter SS
.21
54.11
54.32
ion
F =
TABLE
Vari,
.18
7
Mean
2.69
2.78
2.62
able: MS
.10
.57
Signi
Overall
ficance
S.D.
.74
.72
.83
GPA df
2
95
97
= ns
ANALYSIS OF VARIANCE FOR FIRST SEMESTER SPANISH GRADE BY TREATMENT GROUP
(N=93)
Treatment Group
Experimental 1
Experimental 2
Control
N Mean S.D.
63
14
16
2.86
3.00
3.06
.86
.88
.85
Source of 'Variation
Between Groups
Within Groups
Total
Criterion SS
.66
66.65
67.31
Variable: MS
.33
.74
F =
First
.44 !
Semester Spanish Grade
Signif:
df
2
90
92
Lcance = ns
TABLE 8
ANALYSIS OF VARIANCE FOR SAT VERBAL SCORES BY TREATMENT GROUP
(N=77)
39
Treatment Group N Mean S.D.
Experimental 1
Experimental 2
Control
51
12
14
450
410
440
109.64
80.13
70.91
Source of Variation
Between Groups
Within Groups
Total
Criterion SS
106.53
7370.59
7531.12
Va riable: MS
80.27
99.60
F = .80
SAT
Sii
Verbal Score df
2
74
76
gnificance = ns
TABLE 9
ANALYSIS OF VARIANCE FOR SAT PERCENTILE BY TREATMENT GROUP
(N=77)
Treatment Group
Experimental 1
Experimental 2
Control
Source of Variation
Between Groups
Within Groups
Total
N
51
12
14
Criterion SS
1153.24
55080.76
56234.00
Va
Mean
50.29
39.42
47.64
riable: MS
576.62
744.33
F = .77
SAT
Sii
S.D.
29.30
23.01
22.06
Percentile df
gnif
2
74
76
icance = ns
40
TABLE 10
ANALYSIS OF VARIANCE FOR HIGH SCHOOL GPA BY TREATMENT GROUPS
(N=95)
Treatment Group
Expe r imen ta l 1
Expe r imen ta l 2
C o n t r o l
Source of V a r i a t i o n
Between Groups
Wi th in Groups
T o t a l
N
65
14
16
C r i t e r i o n SS
.83
37.20
38.20
Mean
3 .03
2.90
3.22
V a r i a b l e : MS
. 4 1
.40
F = 1.
Hi
,02
-8h
S:
S.D.
.68
.52
.53
School GPA df
2
92
94
Lgnif icance = ns
TABLE 11
SUMMARY OF ANALYSIS OF VARIANCE RESULTS FOR MATCHING VARIABLES OF TREATMENT GROUPS
Treatment Groups Variable Significance
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
GPA
1 s t Semester Spanish g r a d e
SAT Verba l
SAT P e r c e n t i l e
High School GPA
.18
.44
.80
.77
1.02
ns
ns
ns
ns
ns
Treatment of Data
In this study the level of significance was set at .05 for the
tests of all null hypotheses. The means and standard deviations were
41
computed for each variable. Statistical analysis techniques used
were Jt test and one way analysis of variance. The student evaluation
questionnaire was analyzed using percentages of answers given. The
teacher and student evaluations were utilized to answer the related
research questions. Analysis and interpretation of the results will
be found in the following chapter.
Summary
The study used two experimental groups and a control group com
posed of a total of 98 subjects from randomly assigned second semester
Spanish classes. Experimental Group 1 received the treatment twice
weekly and Experimental Group 2 four times weekly for a period of 6
weeks. The treatment consisted of a review of previously presented
material, 10 minutes of relaxation, and 15 minutes of presentation of
new material while the subjects were relaxed.
Descriptive data on the subjects shows 50 males and 48 females;
college enrollment in Agriculture, Arts and Sciences, Engineering,
Graduate School, and Education; and all levels of classification
represented. The majority of the subjects had no prior experience
with hypnosis, relaxation. Yoga, or Transcendental Meditation.
Statistical analysis showed no significant difference in the
three groups in the following variables: overall GPA, first semester
Spanish grade, SAT verbal score, SAT percentile, and high school GPA.
Dependent variables examined were performance on a unit of subject
matter and number of absences.
42
The instruments used to collect the data were achievement test
over a unit of subject matter, questionnaires for student and teacher
evaluations, class attendance records, and other student records.
Statistical treatment of data included the technique of analysis of
variance and _t test for difference between means and to test the null
hypotheses.
CHAPTER IV
RESULTS AND DISCUSSION
Introduction
An overall comparison of groups was accomplished by single classi
fication of analysis of variance. Each null hypothesis was statistic
ally analyzed using the test to locate the exact significance of
difference bet\ 7een the group means based upon the achievement test
scores. The research questions were analyzed utilizing the student
and teacher evaluations, and analysis of variance of the number of
absences.
Results
When analysis of variance was applied to the achievement test
scores by treatment groups, a significant F value was found at the
.05 level as shown in Table 12. There are, therefore, significant
differences betv/een the scores attained by the three treatment groups.
To determine the difference between each of the groups, the _t test was
employed. The variable means examined for the treatment groups were
GPA, test scores, first semester Spanish grade, SAT verbal score, SAT
percentile, high school GPA, and number of absences.
43
44
TABLE 12
ANALYSIS OF VARIANCE FOR TEST SCORES BY TREATMENT GROUPS (N=98)
Treatment Group N Mean S.D.
Experimental 1
Experimental 2
Control
66
14
18
72.92
75.38
61.00
Total
16.21
11.61
20.79
Source of Variation
Between Groups
Within Groups
Criterion SS
2309.44
26172.06
Variable: MS
1154.72
275.49
Achievement Test Scores df
2
95
28481.50 97
F = 4.19 Significance = .05
Table 13 shows the results of analysis of variance for the number
of absences by treatment groups with the F value significant at the
.01 level. These differences were further analyzed between the groups
by the use of the _t test. Experimental Group 2 and the Control Group
showed no significant difference in the number of absences. Experi
mental Group 1 had fewer absences than the Control Group at the .01
level of significance. Experimental Group 1 had fewer absences than
Experimental Group 2 at the .01 level of significance. These results
are reported in Tables 14, 15, and 16.
Table 14 shows the variable means comparison between Experimental
Group 2 and the Control Group. The only difference between means which
reached significance at the .05 level was the achievement test scores.
Experimental Group 2 achieved higher test scores than the Control Group,
The other variable means were not significant between these two groups.
45
TABLE 13
ANALYSIS OF VARIANCE FOR NUMBER OF ABSENCES BY TREATMENT GROUP
(N=98)
Treatment Group
Experimental 1
Experimental 2
Control
Source of Variation
Between Groups
Within Groups
Total
N
66
14
18
Criterion SS
104.44
827.91
932.24
Va
Mean S.D.
2.84 2.24
5.43 4.75
4.67 3.48
riable: Number of Absences MS df
52.16 2
8.71 95
97
F = 5.98 Significance = .01
TABLE 14
EXPERIMENTAL GROUP 2 AND CONTROL GROUP VARIABLE MEANS COMPARISON
Variable Group N Mean S.D. df
30
30
28
24
24
28
30
Significance
ns
.05
ns
ns
ns
ns
ns
GPA
Test Scores
1st Sem. Grade
SAT Verbal
SAT %
HS GPA
Number of Absences
2 C
2 C
2 C
2 C
2 C
2 C
2 C
14 18
14 18
14 16
12 14
12 14
14 16
14 18
2.78 2.62
75.38 61.00
3.00 3.06
410 440
39.42 47.64
2.90 3.22
5.43 4.67
.72
.83
11.61 20.79
.88
.85
80.13 70.91
23.02 22.06
.52
.53
4.75 3.48
.58
2.31
.20
.98
.93
1.69
.52
46
Table 15 shows the variable means comparison between Experimental
Group 1 and the Control Group. The achievement test scores were sig
nificantly different at the .01 level in favor of the experimental
group. The number of absences were significant at the .01 level with
Experimental Group 1 having fewer absences than the Control Group.
The other variables were not significant.
TABLE 15
EXPERIMENTAL GROUP 1 AND CONTROL GROUP VARIABLE MEANS COMPARISON
Variable Group N Mean S.D. _t df Significance
GPA
Test Scores
1st Sem. Grade
SAT Verbal
SAT %
HS GPA
Number of Absences
1 C
1 C
1 C
1 C
1 C
1 C
1 C
66 18
66 18
63 16
51 14
51 14
65 16
66 18
2.69 2.62
72.92 61.00
2.86 3.06
450 440
50.29 47.64
3.03 3.22
2.85 4.67
.74
.83
16.21 20.79
.86
.85
109.64 70.91
29.30 22.06
.68
.53
2.25 3.48
.37
2.60
.86
.37
.31
1.07
2.68
82
82
77
63
63
79
82
ns
.01
ns
ns
ns
ns
.01
Table 16 shows the variable means comparison between Experimental
Group 1 and 2. The number of absences was significant at the .01
level with Experimental Group 1 having fewer absences than Experimen
tal Group 2. The other variables were not significant.
47
TABLE 16
EXPERIMENTAL GROUPS 1 AND 2 VARIABLE MEANS COMPARISON
Variable Group N Mean S.D. _t df Significance
78 ns
78 ns
GPA
Tes t Scores
1 s t Sem. Grade
SAT Verbal
SAT %
HS GPA
Number of Absences
1 2
1 2
1 2
1 2
1 2
1 2
1 2
66 14
66 14
63 14
51 12
51 12
65 14
66 14
2.69 2 .78
72 .92 75 .36
2.86 3.00
450 410
50.29 39 .42
3 .03 2.90
2 .85 5 .43
D i s c u s s i o n
.74
.72
16 .21 11 .61
.86
.88
109.64 80.13
29.30 23.02
.68
.52
2.25 4 .75
of Hypothi
.40
.53
.56
1.20
1.20
.67
3 . 1 1
e s i s One
75 ns
61 ns
61 ns
77 ns
78 .01
The first null hypothesis, which stated that there would be no
difference in foreign language achievement between a control group
traditionally taught and an experimental group exposed to Suggesto
pedia four times each week in classes and laboratories, was rejected.
There was a significant difference in the achievement test scores in
favor of Experimental Group 2.
48
Discussion of Hypothesis Two
The second null hypothesis, which stated that there would be no
difference in foreign language achievement between a control group and
an experimental group exposed to Suggestopedia twice a week, was
rejected. There was a significant difference in the achievement test
scores in favor of Experimental Group 1.
Discussion of Hypothesis Three
The third hypothesis, which stated that there would be no signif
icant difference in foreign language achievement between experimental
groups exposed to Suggestopedia four times each week and those exposed
twice x^eekly, was not rejected.
Results of Student and Teacher Evaluations
The responses of the students to the question on preference of
technique show 36% preferred the traditional method of teaching, 42%
preferred Suggestopedia, and 22% were neutral. The student responses
ranged from not liking the method to preferring this technique to
others. Some students found they became sleepy during the relaxation
process. Others found the environment distracting because of external
noises and the other students who were making noises during the relax
ation process.
When asked if Suggestopedia was helpful in learning and retaining
material, 41% reported they did not find it helpful, 30% found it
helped, and 29% were neutral. Some of the students felt it was a waste
of time, not helping learning or comprehension, and were glad to have
49
it over. Other students reported it was very helpful, even in other
classes, found it interesting, and were able to retain more informa
tion.
The experimental groups responded to the question about classroom
atmosphere, iN ith 13% finding the atmosphere as negative and discourag
ing, while 46% found the atmosphere as more positive and encouraging,
and 32% neutral. The few comments made by the students who liked the
method stated there was more enjoyment of the classes. The teachers
reported that some of the students' negative feelings toward Spanish
changed to a more positive one.
\>nien class attendance was analyzed statistically, there was a sig
nificant difference at the .01 level between Experimental Group 1 and
2 with fewer absences in the first group. Experimental Group 1 also
had fewer absences than the Control Group at the .01 level of signif
icance. There was no significant difference between Experimental
Group 2 and the Control Group in the number of absences. This infor
mation was shown in Tables 12, 13, and 14.
When asked if they thought that Suggestopedia was more effective
than the traditional method, both teachers answered they thought it
was more effective. One reported he felt it was most effective for
those who lacked self-confidence, although he did not think it greatly
helped learning or retention. One of the teachers stated that this
was the best listening reinforcement method that he had used for pre
senting new vocabulary and listening comprehension. His conclusion
was:
m Hci ^^
50
The combination of some type of relaxing process followed by a listening review reinforcement is a definite step forward in the teaching of languages, especially in the areas of listening comprehension and vocabulary acquisition and retention.
The final research question asked dealt with the practicality of
Suggestopedia for the typical university classroom. Both teachers
responded that they felt it was practical but there were some needed
changes. The suggested changes were volunteer classes, smaller clas
ses, quieter surroundings, better equipment, and varied tapes and
music. Both reported they would continue to use the technique.
Discussion of Research Questions
The first question, which asked if experimental groups prefer
Suggestopedia over the traditional methods, V7as analyzed on a percent
age basis of the student evaluations. The results show mixed reactions
to Suggestopedia x ith no clear preference for either.
The second question, which asked if the experim.ental groups
evaluated Suggestopedia as being helpful in learning and retaining
material, V7hen analyzed did not show conclusive agreement as to the
helpfulness of Suggestopedia.
The third question, which asked if the experimental groups found
Suggestopedia to promote a more positive classroom atmosphere,
received mixed responses with almost half thinking it helped. There
were only a few who reported that they thought it resulted in a more
negative atmosphere. There may be some indication that Suggestopedia
improves the classroom atmosphere, especially when the teacher evalua
tions are taken into consideration.
51
The fourth question, which asked if the experimental groups had
better class attendance than the control group, was not answered con
clusively in that statistical results were contradictory. The two
experimental groups were on the extremes of the number of absences
with the Control Group in the middle, which would not favor either
position.
The fifth question, which asked if the instructors evaluated Sug
gestopedia as more effective than the traditional methods, received
favorable responses from both instructors. They believed it to be
effective and planned to continue to use it in the future.
The sixth question, which asked if the instructors found Suggest
opedia practical for use in the typical college classroom, was ansv7ered
in the affirmative with some suggestions for needed changes in order
for it to be more practical and effective.
Summary
The results of the statistical analysis found only two variables
that were significantly different. One of these dealt with the hypo
theses. Hypothesis One was rejected as a result of a significant dif
ference between those subjects receiving the treatment twice weekly and
those in the Control Group. Hypothesis Two was rejected since a sig
nificant difference was found between those receiving the treatment
four times weekly and the Control Group. Hypothesis Three could not be
rejected because no significant difference occurred between the two
experimental groups. The other variable on which significant difference
52
was found was the number of absences. In the comparison of the two
experimental groups with the Control Group, the results were contra
dictory. Therefore, no conclusion could be reached concerning the
relationship between the treatment and the number of absences. Although
the research questions v ere not conclusive, they V7ere helpful in making
future recommendations. The teachers did find Suggestopedia helpful,
effective, and would continue to use it.
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
A technique for increasing learning efficiency, which is called
Suggestopedia, V7as originally developed in Bulgaria. Suggestopedia
essentially is a combination of relaxation and suggestion designed to
facilitate a learning set. This study investigated Suggestopedia as
a learning technique applied to second semester Spanish classes to
determine if it made a significant difference in learning achievement.
Three groups composed of a total of 98 subjects were used. The treat
ment consisted of a review of previously presented material, ten
minutes of relaxation, and a presentation of new material V7hile the
subjects were relaxed. The first experimental group received the
treatment twice weekly and the second experimental group received the
treatment four times weekly.
After six weeks of treatment, the two experimental groups and one
control group were administered an achievement test over a unit of
subject matter. The results of the achievement test scores show a
significant difference between the experimental groups and the control
group. There was no significant difference between the two experimen
tal groups in foreign language achievement.
The subjects and teachers were asked for an evaluation of the
technique. The evaluations were helpful in future planning of use of
Suggestopedia, but varied in attitude about Suggestopedia.
53
54
This study indicates that Suggestopedia does make a difference in
learning efficiency. Further research in a variety of course subjects
is needed to perfect this method for the American university classroom.
Recommendations include the use of smaller classes on a volunteer
basis, better equipment, and longer classes. Suggestopedia offers a
different approach to increasing learning achievement.
Conclusions
Based upon the results of this study the following conclusions
were reached:
1. Suggestopedia does increase learning achievement in foreign
language classes. Treatment twice weekly and four times weekly were
effective in foreign language achievement as shown on a unit test.
2. The effect of Suggestopedia on attendance was inconclusive.
3. There is a need for the improvement of techniques for adap
tation to the American university classroom and to utilize the techni
ques more efficiently.
Recommendations
Based upon the results of this study, personal observations, and
teacher and student responses, several recommendations for future
research and application are offered. Future research could be done
in other subject areas such as history, math, science, and various
foreign language levels. Materials would need to be developed to be
used with each subject area. Lozanov suggested using Suggestopedia
with all subjects. ,
55
Teacher bias and methods of presentation of subject matter are
areas to be researched. There is a need to determine if the method of
presentation using Suggestopedia is the effective variable or if it is
the relaxation process which makes the difference. Teacher training
seems to be crucial in order to develop skills and enthusiasm for the
technique.
Another area of research using longitudinal techniques is the
retention of subject matter after the course is completed. Does Sug
gestopedia increase the amount of retention of material over a longer
period of time? This study did not produce conclusive results concern
ing class attendance, which indicates more research is needed to deter
mine if Suggestopedia increases class attendance. This approach needs
to be tested for effectiveness at various achievement and ability
levels to determine which level students are helped the most by Sug
gestopedia, or if there is a difference. If Suggestopedia helps the
students who usually fail, a class could be organized to discover if
Suggestopedia does make a difference. Suggestopedia could be used
with underachievers who do not function well in the traditional class
room setting.
Different age groups could be exposed to Suggestopedia from the
elementary students to older adults learning a new skill. Another
possibility would be the application of Suggestopedia in classes com
posed of brain damaged students in an effort to reach the unused por
tion of the brain. Hyperactive students would benefit from the calm
ing effect of Suggestopedia, which could possibly increase learning
56
efficiency with this group. This would be another area for research
as would other groups with special handicaps and Suggestopedia.
A comparison could be made to determine if certain personality
types learn more with Suggestopedic techniques than other personality
types. A personality profile could be made for each subject and then
analyzed with achievement results to determine if some types benefitted
more than others. Lozanov employed Suggestopedia in psychotherapy
before education. This opens up a whole new area for research.
Whenever an individual is hindered by anxiety, especially in a
learning situation, Suggestopedia could be considered for use. Areas
to be explored using Suggestopedia are dependent upon the imagination.
This technique is so new that m.ore research is needed to discover how
it works and how to apply it most efficiently and for the most effec
tive results.
Immediate operational changes in future application of Suggestope
dia should be evaluated in terms of environment, equipment, and compo
sition of classes. Large classrooms with bad acoustics, and external
noises detract from the effectiveness of this technique. A recommend
ation is made that a small, isolated classroom be utilized to offset
these problems which would increase the opportunity to relax and to
concentrate on the classroom presentation. The recommended equipment
for future research should include recliner chairs to aid the relaxa
tion process, a variety of tapes and music with different rhythms and
type, and better sound equipment. New materials need to be developed
to include games, dances, songs, and plays in the foreign language.
57
Another major recommendation for organizational change is in the
composition of the classes. Those students who were not interested in
the technique disturbed the other students who were relaxing. The
classes should be composed of volunteer students and should be smaller
in number. These volunteers need more extensive training in the relax
ation process at the beginning of the treatment. Both teachers and
students felt pressured by the short class period. A recommendation
is made that the class period be lengthened to 1-1/2 hours and sched
uled at a later hour to avoid sleepiness. More preparation is needed
for material to be used in the classroom. Stereo equipment with
better volume control would aid in the benefits from listening to the
music.
Suggestopedia applied to some of these suggested areas opens up
many new areas for research. Variations on the design would indicate
how to modify the technique for its most effective use in this country.
This study was a beginning into a research of Suggestopedia as applied
to an American classroom. More questions were raised by the study
that need to be examined. There are so many possibilities for future
research which could challenge our concept about the whole learning
process when examined in all phases of Suggestopedia.
LIST OF REFERENCES
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Astor, M. Learning through hypnosis. In M. Gall & B. Ward (Eds.), Critical Issues in Educational psychology. Boston: Little, Brown and Company, 1974.
Bancroft, W. J. Civilization and diversity foreign language teaching in Hungary. Canadian Modern Language Review, 1973, 29(2), 8-14. (a)
Bancroft, W. J. Education for the future or the Lazanov system revisited. The Educational Courier, 1973, 43(8), 11-13. (b)
Bancroft, W. J. The psychology of Suggestopedia or learning without stress. The Educational Courier, 1972, 42(4), 16-19. (a)
Bancroft, W. J. Foreign language teaching in Bulgaria. Canadian Modern Language Review, 1972, 28(2), 9-13. (b)
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Behanan, K. Yoga A. Scientific Evaluation. New York: Dover Publications, 1937.
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59
Driscoll, F. TM as a secondary school subject. Phi Delta Kappan, 1972, 54(4), 236-237. ^^^^
Eliade, M. Xoga Immortality and Freedom. Princeton, New Jersey: Princeton University Press, 1969.
Fiske, E. Thousands finding meditation eases stress. The New York Times, December 11, 1972.
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Hagedorn, J. W. The use of post-hypnotic suggestions for recall for amnesia to facilitate retention and to produce forgetting for previously learned materials in classroom situations. Dissertation Abstracts International, 1970, 30(10-A), 4275.
Haich, E., & Yesudian, S. Yoga and Health. New York; Harper and Brothers, 1953.
Harley, W. F., Sr., & Harley, W. F., Jr. The effect of hypnosis on paired-associate learning. Journal of Personality, 1968, 36(3), 331-340.
Heaton, D. P., & Orme-Johnson, D. Influence of Transcendental Meditation on grade point average: initial findings. In D. Orme-Johnson, L. Domash, & J. Farrow (Eds.), Scientific Research on Transcendental Meditation: Collected Papers (Vol. 1). Los Angeles: MIU Press, 1974.
Hittleman, R. The Yoga Way to Figure and Facial Beauty. New York: Avon, 1968.
Jacobson, E. Progressive Relaxation. Chicago: University of Chicago Press, 1929.
Kliman, G., & Goldberg, E. L. Improved visual recognition during hypnosis. Archives of General Psychiatry, 1962, 7, 155-162.
Krippner, S. The use of hypnosis with elementary and secondary school children in a summer reading clinic. American Journal of Clinical Hypnosis, 1966, 8, 261-266.
Krippner, S. The use of hypnosis and the improvement of academic achievement. Journal of Special Education, 1970, 4(4), 451-460.
Lawrence, J. Alpha Brain Waves. New York: Avon Books, 1972.
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Lehmann, D. On the role of music in Suggestology. Problems of Suggestology- Symposium presented at the meeting of the First InTernational Symposium on Suggestology, Sofia, Bulgaria, 1971.
Levine, P. Transcendental Meditation and the science of creative intelligence. Phi Delta Kappan, 1972, 54(4), 231-235.
Lozanov, G. Foundations of Suggestology. Problems of Suggestology. Symposium presented at the meeting of the First International Symposium on Suggestology, Sofia, Bulgaria, 1971. (a)
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Ostrander, S., & Schroeder, L. Handbook of PSI Discoveries. New York; Berkley, 1974.
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Remacharaka, Y. Hatha Yoga. Chicago: Yoga Publication Society, 1904.
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Rathbone, J. Relaxation. Philadelphia; Lea and Febiger, 1969.
Roberts, T. Transpersonal: the new educational psychology. Phi Delta Kappan, 1974, 56(3), 191-193.
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Salzberg, H. C. The effects of hypnotic, post-hypnotic and waking suggestion on performance using tasks varied in complexity. International Journal of Clinical and Experimental Hypnosis, 1960, 8, 251-258.
61
Schultz, T. What science is discovering about the potential benefits of meditation. Today's Health. 1972, 50(4).
Schwartz, H. The Art of Relaxation. New York: Thomas Y. Crowell Co. , 1954.
Swiercinsky, D. & Coe, W. Hypnosis, Hypnotic responsiveness, and learning meaningful material. International Journal of Clinical and Experimental Hypnosis, 1970, 18(3), 217-222.
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Wallace, R. K. Physiological effects of Transcendental Meditation. Science, 1970, 167, 1751-1754.
Wallace, R. K., & Benson, H. The physiology of meditation. Scientific American, 1972, 226(2), 84-90.
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APPENDIX
A. TRANSCRIPT OF RELAXATION TAPE
B. STUDENT PROJECT EVALUATION QUESTIONNAIRE
C. TEACHER EVALUATION LETTER
APPENDIX A: TRANSCRIPT OF RELAXATION TAPE
BEGINNING
Time Elapsed; 0 minutes
To begin these exercises assume a position with both feet flat on
the floor, hands on your lap and start relaxing. Deep, regular breath
ing will help you. So as I count from 1 to 5 inhale deeply in rhythm
with my count, and as I count from 10 to 1 exhale slowly again in
rhythm. Inhale 2 - 3 - 4 - 5 . Exhale 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 -
1. (4 cycles) O.K. you're becoming very relaxed. Very comfortable
from the top of your head to the tip of your toes. Now - look up
toward your eyebrows - let your eyelids close slowly - take a deep
breath - exhale - and relax. Concentrate on the sensation of floating,
floating, floating, right down through the chair. I'm going to count
backwards from 5 to 1 and at each count allow yourself to relax more
and more deeply, more and more completely. You will find this a very
pleasant and welcome sensation. If you practice this each day in the
quiet and solitude of your own room you will receive considerable bene
fit and satisfaction from it. Ready - 5 - more and more relaxed - 4 -
going deeper, deeper - 3 - floating downward, more and more relaxed -
2 - 1 . Now take a deep breath and relax even more deeply. Let's
repeat this just one more time. I'll count back ?ards from 5 to 1
again and at each count allow yourself to relax as deeply and completely
as you are capable of doing. Ready. 5 - more and more relaxed - 4 -
going deeper and deeper - 3 - floating downward very calm, very relaxed
63
64
- 2 - relaxing more and more - and 1. As you become more and more
relaxed physically and mentally you experience a feeling of well being
and optimism that allows you to absorb new ideas more easily and to
retain them more readily. Now I'm going to count backwards from 5 to
1 and while you maintain your body relaxation and even deepen it, allow
your mind to become very calm, very tranquil, eliminating any discord
ant thoughts that might intrude. O.K. - 5 - very calm and peaceful -
4 - relaxing physically and mentally - 3 - floating downward, very
tranquil. - 2 - more and more relaxed, very calm and peaceful feeling
- and 1. Now - I'm going to count backwards from 5 to 1 again and at
each count you v;ill relax even more and become even more receptive to
new ideas and new material which will be presented to you. Ready?
5 - more deeply relaxed physically and mentally - 4 - going down float
ing down very peacefully - 3 - very relaxed, very calm - 2 - very
pleasant feeling of floating and relaxing - and 1. You are now at a
level of altered awareness which allows you to be at your creative best.
Very relaxed, very calm, very receptive. As you savor this most pleas
ant state of mind repeat the following statements to yourself.
I, and only I, have control over my senses and faculties.
If I am called or in case of emergency I can respond
immediately and effectively. (Repeat once)
Now repeat this idea to yourself. Every day in every way
I am getting better and better and better. (Repeat once)
Now ponder this idea. I can allow myself to become a
absorbed in the presentation of new ideas and new material
65
and eliminate all distracting or disturbing thoughts.
(Repeat once)
In the future if you have any difficulty in recalling any material
which you have learned simply do this. Take a deep breath, exhale
slowly and say to yourself "relax." You will find that what you are
trying to remember will return much more readily. Now I'm going to
count from 1 to 3. At the count of 3 let your eyes open but retain
your relaxed and tranquil feeling and maintain your state of altered
awareness for the next few minutes while your instructor presents new
and interesting material to you. Ready - 1 - 2 - 3. Let your eyes
open - everyone - and listen V7ith great interest and attention.
Time Elapsed; 10 minutes
Music for approximately 15 minutes (Strauss's "Metamorphosen" or Haydn
Quartet in D)
Time Elapsed: 25 minutes
O.K. - everyone - let your eyes close, take a deep breath, exhale
slowly, relax, and let what you have just learned sink in deeply and
indelibly. (Pause) All right. Now I'm going to count from 1 to 5.
At the count of 5 let your eyes open and be in your normal state of
awareness, refreshed, alert and feeling very, very good, better than
you have in a long time. Ready - 1 - more and more awake - 2 - more
alert - 3 - coming out of it now - 4 - returning to your normal state
of awareness - 5 - open your eyes everyone, feel very good, very
refreshed and let this feeling persist for some time to come and that
Is the end of this session.
APPENDIX B: STUDENT PROJECT EVALUATION
Yes No
1. Does your family speak Spanish at home?
2. Did you take Spanish in junior high or high school?
3. Have you had prior experience in related areas;
Hypnosis
Relaxation
Yoga
Transcendental Meditation
4. Did you f e e l re laxed a f t e r going through the
r e l a x a t i o n process?
Please answer the following quest ions by checking the appropr ia te box
on the s ca l e below.
5. To what ex ten t do you pre fe r the suggestopedic method or the more
t r a d i t i o n a l method?
T r a d i t i o n a l J_ / / / / / Suggestopedia
1 2 3 4 5
6. How he lp fu l do you find the suggestopedic method in learning and
r e t e n t i o n of ma te r i a l ?
Not Helpful I I I I I I Extremely
1 2 3 4 5 Helpful
7. How did you find the classroom atmosphere while using suggestopedic
methods? Negative & I I I I I I Pos i t i ve & Discouraging 1 2 3 4 5 Encouraging
66
8. How would you f e e l about en ro l l i ng in other c lasses which use t h i s
approach to l ea rn ing ma te r i a l ?
Avoid Such / / / / / / Seek out
Classes 1 2 3 4 5 such c lasses
9. Do you have any a d d i t i o n a l comments you wish to make about t h i s
teaching technique?
67
APPENDIX C: TEACHER EVALUATION LETTER
Dear
I am appreciative of your participation in this project. For purposes of input into the study, would you write a brief report of your evaluation of the use of Suggestopedia in the classroom?
I am interested, not only in your observations of the specific condition of classroom teaching, but your feelings about the general and specific factors during the project. Therefore, I am not as interested in documentation as evaluation and use of any comparison or contrast that help to explain your view of the project. While there is no formal outline of such evaluation, I would appreciate your including comments on the following topics:
1. As an instructor, did you find the suggestopedic approach more or less effective than the traditional teaching methods? In what way?
2. Did you find Suggestopedia practical for use in the typical college classroom? What do you see as practical limitations?
3. Would you like to continue to use this method?
4. Under what circumstances or conditions do you see Suggestopedia as most helpful in promoting classroom learning and retention?
Please make any additional comments on this project. Thank you again for your participation in this project.
Sincerely,
Elizabeth Robinett
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