· Learning through problem solving looks attractive especially because it fosters:
o creativity, discovery, increase in intelligent potency and long term memory.
· The indirect role of the teacher highlights the importance and the centrality of the learner who is responsible in figuring out and testing the hypotheses about how language works. In other words teaching is subordinated to learning.
Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that students develop towards the method by simply believing that it works. The intended purpose of Suggestopedia was to enhance learning by tapping into the power of suggestion. The method implements this by working not only on the conscious level of human mind but also on the subconscious level, the mind’s reserves. Since it works on the reserves in human mind and brain, which are said to have unlimited capacities, one can teach more than other methods can teach in the same amount of time.
There are some benefits in utilizing suggestopedia:
§ A comprehesible input based on dessugestion and suggestion principle. By using this suggestopedia method, students can lower their affective filter. Suggestopedia classes, in addition, are held in ordinary rooms with comfortable chairs, a practice that may also help them relaxed. Teacher can do numerous other things to lower the affective filter.
§ Authority concept. Students remember best and are most influenced by information coming from an authoritative source, teachers.
§ Double-planedness theory. It refers to the learning from two aspects. They are the conscious aspect and the subconscious one. Students can acquire the aim of teaching instruction from both direct instruction and environment in which the teaching takes place.
§ Peripheral learning. Suggestopedia encourages the students to apply language more independently, takes more personal responsibility for their own learning and get more confidence. Peripheral information can also help encourage students to be more experimental, and look to sources other than the teacher for language input. For example, the students can make some sentences using the grammatical structure placed on the classroom’s wall, describe a particular place in an English speaking country by looking at the poster on the wall, etc. When the students are successful in doing such self-activities, they will be more confident.