INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
386
ADAPTING SUGGESTOPEDIA FOR DIFFERENT TYPES OF LEARNERS
Sadikov Erkin Tursunovich
Bukhara state university
PhD of English Linguistics Department
Sokhibova Sevinch Sulaymonovna
First year student of Bukhara state university
Foreign languages faculty
Abstract:
One of the most prominent difference of humans from other creatures lies in their
ability to express their own feelings, ideas through language which is considered imperative
triumph in human history. Individuals use language in every field of the world, whether it is
political, social matters or just for their daily usage. Even when they want to enter to new
community first barrier in front of them would be that society’s language, as it also opens the
door for transmission of knowledge, culture and abstract ideas. In case of language learning,
suggestopedia will pave the way for maintaining productivity and inspiration of learners during
the whole process. This article encompasses brief theoretical, as well as, subjective information
related to suggestopedia method of language learning. Object of this study to sanitize
misconceptions regarding suggestopedia method in turn accumulating novel features of that
study.
One cannot scrutinize language when compared to other students in term of effectiveness due to
plethora of reasons. Suggestopedia propose feasible solutions to issues by highlighting chief
points of the application in various types of learners. With the help of this, students could foster
their language learning procedure successfully.
Keywords:
Suggestopedia method, Language learning, Kinesthetic learners, Visual learners,
Auditory learners, Activities
Introduction
Since human beings started to express their propensity toward learning second/foreign
languages, the patterns of obtaining them altered many times and still continuing. Previously,
teaching language through complex grammar rules, literatures and translations were prioritized
over other factors, students’ capabilities, feelings and overall wellbeing included. By the
twentieth century, emphasis of language teaching methods shifted from covering just structural
features to addressing functional aspects too. Suggestopedia is one of those methods that
embrace mainly psychological and humanistic factors with neglecting conventional foreign
language teaching methods. This approach also called Lozanov method which comes from the
developer of the method, Professor Georgi Lozanov, a psychiatrist and psychotherapist, brain
physiologist and educator. He explained suggestology as “the science or art of liberating and
stimulating the personality either under guidance or alone”. In addition, the term
“desuggestopedia” or “desuggestive teaching” is now used to indicate to the absence of any
potential confines on learning process.
In 1978, an international organization UNESCO approved that Suggestopedia will not
only heighten quality of education, but also withdraws all obstacles which could provoke
tension, afterwards results in demotivation of learners toward language learning. As outcomes
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
387
from this method was extraordinarily commendable, 20 UNESCO experts in all corners of the
world claimed that with the assistance of Suggestopedy, language learners can accelerate their
scrutinizing capacity by up to 5 times more [ Lozanov,1978 ]. However, the gateway that lays
the foundation to this method is creating invulnerable environment where students feel liberty,
continually supported and do not hesitate to make a mistake during the lessons.
Methods
Based on scientific findings, human brain’s two hemispheres regulate two dissimilar
functions. While the right lobe of our brain is in charge of creativity, art and music appreciation
(understanding maps, spaces, recognizing faces, as well), brain’s left lobe is regarded as
responsible for logical and analytical thinking, math and science skills. In spite of the fact that
the latter has a major impact on language learning, right hemisphere serves a vital function to
decipher language during acquiring complex rules and recollection phase. The Suggestopedia
method activates both brain lobes, as well as, enables students to stay vigorous and collaborated.
In Suggestopedia or desuggestive learning, one of the leading roles is fulfilled by
environment of the classroom, preliminary details, namely, classical art, aesthetics, songs,
games, colorful posters etc. Because they are the ones which grant stress-free, friendly
atmosphere in the class. However, those stated methods are not decisive by themselves. What is
decisive is communication in spirit of love, humanitarian way of applying these “techniques”,
the gentle and indirect correction of mistakes, the lack of complicated methods and making use
of conscious and sub-conscious processes [ Lozanov,1978 ]. Apart from this, both the
acquisition and the teaching are prolonged processes which educators have paramount role.
Students necessitate committed teachers as they are the only one who can create relationship
effortlessly among their learners. Additionally, they serve as a counselor to overcome students’
fear of failure that deprives them of fully utilizing their abilities. Since humans only use 5-10 %
of their mental abilities, we must repeatedly strive to advance the boundaries.
Motivation is also instrumental in immersing oneself in the language acquisition process. It
should be acknowledged that while learners may acquire grammatical structures, rules and etc.
even in the absence of strong motivation, the development of oral proficiency in English or
other languages is likely to be significantly hindered. Granting them with love and inspiration
towards learning language lies in the hands of their educators. They have to be sufficiently alert,
creative, as well as, articulate when implementing classroom strategies, taking into account
his/her students’ learning style ( whether kinesthetic , auditory or visual learners ).
Suggestopedia with an appropriate method, accelerated learning techniques is an integrated
language learning system with many suggestion components that initiate change, increase
learning capacity and student acquisition power and foster learning [ N.Darici,2022 ]. In the
subsequent sections, how to apply Suggestopedia in these three various types of learners will be
elaborated upon in detail.
Results
Physical or kinesthetic learners lean toward a hands-on experience ( learn through doing )
when compared to listen to lectures or sitting in a class. They consider the concept of studying
for hours as a daunting task but are better with actually doing things themselves since they
possess qualities like being agitated, outgoing and energetic. Accordingly, Suggestopedia could
form an ideal learning atmosphere for physical learners.
The approach aims to provide friendly, stress-free atmosphere for foreign language learners,
as well as, accelerated, effective acquiring by different multi-sensory and matrix-like training
[ E.Losh,2006 ]. To engage kinesthetic learners, Suggestopedia method can include activities
which encourage students move around the classroom, communicate with one another about the
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
388
topic, and feel more motivated and eager to learn. For instance, to review material that has
already been learned, teacher may initiate “Walk-around quiz” game that has a great place in
suggestion method. This activity will be carried out collaboratively in groups. Each participant
formulates a set of questions based on prior learning. Learners then circulate around the
classroom, engaging with multiple peers by taking turns posing and responding to one another’s
questions. Starting from beginning, we are incorporating movement and interaction with other
rather than sitting and listening to a lecture, it is about discussing, interacting and moving.
It should be mentioned that this type of students can progress faster when they study with
others ( in a group, with peers, etc. ). For this reason, when applying Suggestopedia to physical
learners, the integration of interactive group-based learning tasks aligned with the study
material proves to be the most effective approach. Because by actively participating to
cooperative tasks even less motivated kinesthetic students will be engaged to the topic, and
help them better remember information, as well, since the same data reaches the student
through various sensory channels and reinforces itself bilaterally. As matter of game-based
learning, “Agree or disagree” may be considered a valuable and productive activity. This is a
classroom activity that helps students practice critical thinking and speaking skills. The teacher
places signs around the room labeled: Strongly Agree, Somewhat Agree, Neither Agree Nor
Disagree, Somewhat Disagree, and Strongly Disagree. Students hear a statement—such as
"Should students be allowed to bring cell phones to school?"—and then move to the sign that
matches their opinion ( which is also the best way to group students whose opinions coincide )
After everyone has chosen their place, students talk in their groups and explain why they agree
or disagree. This helps them learn to express their ideas, listen to others, and understand
different opinions in a fun and active way.
Visual or spatial learners learn best with the help of visual cues like charts, images,
diagrams, graphs, etc. For visual learners, it is often far easily for recall to work with images as
oppose to working with words, as you will picture the image in your head while recalling it –
far more difficult when trying to recall the itself. Although Suggestopedia focuses on the use of
audio-visual means, some learners in different societies and communities are unable to cope
with it. The reason is that the learning process of these students relies on memorization rather
the audio-visual means to obtain information [ S. L. Wang, 2023 ]. This suggests that they may
encounter challenges in implementing Suggestopedia effectively.
Spatial learners’ aptitude for visualizing things effortlessly and in a very vivid detail makes
them proficient in interpreting information visually as well. In this context, the implementation
of one of the widely used methods of Suggestopedia represents an optional approach. The use
of visual aids — such as relevant pictures and graphs — to decorate the classroom should serve
as an initial strategy to engage visual learners. This approach cannot fail to produce an effect to
students’ moods during the whole lesson. Apart from this, research indicates that it will be more
accessible and easier to understand, even if complex themes delivered through various
educational posters, charts, diagrams ( In fact, many of them show preference for receiving
information through the aforementioned visual means ).
Beyond the illustrative materials, maintaining a tranquil ambiance in the classroom free
from distractions and distractors ( whispering, external noise from hallways, construction or
traffic, entry or exit of people during the lesson, etc. ) plays a paramount role in acquisition
process for visual learners ( as opposed to kinesthetic and verbal learners ). Absolutely,
classroom can become noisy while discussing debatable topics or during interactive activities.
However, spatial learners may participate freely in this sort of educational task, it is likely that
productivity will be undermined and retention of the material may be limited. The same holds
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
389
true for group projects. Students may enjoy the social interaction, however, actual learning
outcomes might be limited. Because visual learners, in particular, require a calm environment
with minimal stimulation to maintain focus and effectively absorb the material.
The use of video in lessons represents an effective strategy within Suggestopedia, as it
fosters a supportive learning environment for visual learners and enhances the classroom
experience by making it more engaging, relaxing, and informative. Educators can present key
content through slides, videos, or other visual materials. After viewing, visual learners are
assigned a task in which they create their own diagram, chart, or graph based on the presented
content. This encourages learners to process and represent information visually, enhancing
comprehension and retention.
Auditory learning refers to a learning style in which students learn most effectively through
listening. These learners typically prefer lectures over reading textbooks and would rather hear
instructions for a project than figure them out through hands-on experience. Students with an
auditory learning preference tend to focus on listening rather than reading, watching, or doing.
They process information best when they hear it, which often aligns well with traditional
classroom settings that rely heavily on verbal instruction. As Suggestopedia method is a
language teaching method that highly supports audio learning in language teaching [ Asadi &
Berimani, 2015 ], it can be implemented toward auditory learners during language teaching
without any obstacles. Music excites students’ spatial cognitive nerves through the auditory
system, thereby improving attention levels [ Yixuan & Fang, 2021 ].
Discussions
Role of teacher is unavoidably huge here as well, since choosing an appropriate music for the
class is considered their responsibility. How suitably the music is chosen determines how
effectively the lesson will be conducted. Through music, Suggestopedia could form soothing
environment of learning which is distinctive from traditional classrooms where only paid
attention to attendance, being punctual, strict teacher and obedient student matters. This method
is novel for learners who are new to Suggestopedia because they have never tried it in other
classes before and this novelty can also arouse students’ interest toward the Suggestopedic
approach [ S. L. Wang, 2023 ]. Moreover, allowing students to record lessons’ instructional
segments or core activities facilitate later review and strengthens their grasp of the subject.
There may be visual learners who require more time to process and analyze information or just
prioritize learning at a moderate speed, allowing them to acquire knowledge autonomously by
recording lessons.
A further strategy worth mentioning is repeating facts out loud with eyes closed. This
technique is effective because closing your eyes helps block out external sensory input—
especially visual stimuli, which can often be distracting. By doing so, visual learners enhance
their ability to concentrate on auditory information, particularly the sound of their own voice.
As they repeat the fact, aim to use the exact same words each time. This consistency
strengthens memory through auditory repetition. Whether they are studying vocabulary in a
foreign language, memorizing other terms, or reviewing any other subject, simply they should
close their eyes and repeat the information aloud multiple times to reinforce it in their memory.
Conclusion
In conclusion, suggestopedia is designed to help students learn in a relaxed and emotionally
supportive environment. It integrates
music, art, role-play, dramatization, and suggestion
to
enhance memory and learning. To implement it effectively for different types of learners, it is
important to adapt its core principles to suit individual preferences and learning styles. This
teaching method creates a
relaxed, engaging, and emotionally positive
learning environment
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
390
to enhance language acquisition. It combines
music, storytelling, role-play, and visual aids
to
make learning natural and enjoyable. In short, it helps students
absorb language effortlessly
through immersion, imagination, and positive emotional experiences—similar to how children
learn naturally.
REFERENCES:
1. Allen, J.P.B. & Widowson, H.G. (1983). Teaching the Communicative Use of English. In C.
J. Brumfi t & K.Johnson (Eds.). The Communicative Approach to Language Teaching. Oxford:
Oxford University Press.
2. Baker, C. (1992). Attitudes and Language. Adelaide: Multilingual Matters Ltd.Brown, D. H.
(1987). Principles of Language Learning and Teaching. New Jersey:Prentice-Hall, Inc.
3. Lozanov G., Suggestopedia and Memory, Acta Med. Psychosomatica, Roma,1967, p. 535
4. Rasulov, Z. (2022). Об объекте исследования когнитивной семантики. ЦЕНТР
НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. Uz), 8(8).
5. Rasulov, Z. I. (2023). THE NOTION OF NON-EQUIVALENT WORDS AND REALIAS
IN ENGLISH AND UZBEK LANGUAGES. Finland International Scientific Journal of
Education. Social Science & Humanities, 11(6), 35-40.
6. Sadikov, E. (2023). Teaching Pragmatic Speech Acts of Compliments And
Refusals In Accordance With Contemporary Methods. Interpretation and researches,1(15).
7. Tursunovich, S. E. (2021). Teaching Pragmatics to Uzbek Learners of English.European
Scholar Journal, 2(12), 9-12.
8. Sadikov, E. (2024). Innovative Ways of Teaching Speech Acts Through Auditory Skills.
Science and innovation in the education system, 3(2), 5-8.
9. Sadikov, E. (2023). Actual Issues of Teaching Pragmatic Competences to English Language
Learners in Uzbekistan. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz),
27(27).
10. Tursunovich, S. E. (2021). Speech acts of refusals: Challenging the challenges.
ACADEMICIA: An International Multidisciplinary Research Journal, 11(10), 2063-2067.
