| While the lure of "learning English or another | | | | Suggestopedia |
| foreign language while you sleep" may be highly | | | | Suggestopedia, also known as Desuggestopedia, |
| provocative and tempting for all of us in this | | | | developed by Georgi Lozanov (Lozanov, 1978) is |
| not-enough-time-to-do-everything world, there's | | | | based on a "science concerned with the |
| still no "easy out". Learning a foreign language can | | | | systematic study of non-rational or non-conscious |
| be a life-long pursuit or a summer project. In this | | | | influences". Music and musical rhythm to place the |
| second installment of our quest, we'll briefly | | | | learner in a relaxed state, called |
| examine some theoretical approaches to English | | | | Psuedo-Passiveness, (also ref. Krashen-Terrell, |
| language or foreign language learning. | | | | 1983; the Affective Filter Hypothesis) and to pace |
| Theoretical Approaches | | | | or structure the linguistic material also figure |
| English Language Teaching and Learning theories | | | | heavily in this approach. But using this method, |
| support a number of useful, valid approaches for | | | | learners must still "visualize" a context for the |
| foreign language or second language acquisition. | | | | material to aid in its memorization. Materials are |
| Considering the major language learning theories | | | | dramatized through varying tone and rhythm of |
| previously or currently prevalent, let's briefly | | | | audio readings the learner listens to. Cognitive skills |
| examine any basis for "sleep learning". The | | | | such as context visualization and memorization |
| following language learning theories have all been | | | | are not actively applied to learning during stages |
| popular or prevalent during our current or recent | | | | of sleep. |
| decades:o Grammar / Translation method (F. | | | | Neurolinguistic Programming (NLP) |
| Boas and O. Jespersen)o Direct Methodso | | | | Neuro-linguistic Programming or NLP is a collection |
| Audio-Lingual (Darian, 1972 et al.)o | | | | of techniques, patterns and strategies for |
| Computer-Aided Language Learningo TPR - Total | | | | assisting effective communication, personal |
| Physical Response (J. Asher, 1965)o The Silent | | | | growth, change and learning based on a series of |
| Way (Gattegno, 1972)o The Communicative | | | | underlying assumptions about how the mind |
| Approacho Suggestopedia (Lozanov, 1978)o The | | | | works and how people act and interact. (Revell |
| Natural Approach (Krashen-Terrell, 1983)o | | | | and Norman, 1997) In the mid-1970s, John Grindler |
| Neuro-linguistic Programming (Bandler and Grindler, | | | | (Bandler and Grindler, 1982) and Richard Bandler |
| 1982)o The Lexical Approach (Willis, 1990 et al.)o | | | | (Bandler, 1985) developed NLP as an alternate |
| Community Language Learning ( C. Curran et al., | | | | form of psychological therapy. A series of |
| 1972) | | | | step-by-step procedures that would enable people |
| Howard Gardner's Theory of Multiple Intelligences, | | | | to improve their lives, therapist could use these |
| (H. Gardner, 1983) while not strictly a | | | | techniques in building rapport with clients, gather |
| language-learning theory, nonetheless, has had | | | | information about their views and help them to |
| considerable application to language learning and | | | | achieve goals and bring about personal change. |
| acquisition. Of these, the following have aspects | | | | (ref. Richards and Rodgers, 2004) |
| which seemingly might promote or support the | | | | A behaviorist approach though, requires conscious |
| concept of "sleep learning". They are: The Silent | | | | effort and application of cognitive, meta-cognitive, |
| Way (Gattegno, 1972), Suggestopedia (Lozanov, | | | | communicative and social strategies. (Rubin, 1987) |
| 1978), and Neuro-Linguistic Programming (Bandler | | | | As such, this does not take place in full during |
| and Grindler, 1982). Let's briefly examine each of | | | | stages of sleep. Conscious, active effort and |
| these. | | | | application are genuinely required over an |
| The Silent Way | | | | extended period of time for full benefit. For an |
| The Silent Way (ref. Richards and Rodgers, 2004) | | | | even more detailed look at implicit and explicit |
| was developed by Caleb Gattegno (Gattegno, | | | | approaches to teaching and learning grammar, see |
| 1972) and is a method based on the premise that | | | | the article: "Grammar Teaching: Implicit or Explicit" |
| the English, or foreign language teacher, should be | | | | available online at: |
| "silent" as much as possible and the language | | | | Apart from theory, methodology and didactics, |
| learner encouraged to produce as much language | | | | language is a communicative tool. It allows us, as |
| as possible. But while the method requires minimal | | | | humans, to share our knowledge, thoughts and |
| external input on the part of the language | | | | ideas in a way and at a level that none of the |
| teacher, it does provide for problem-solving, | | | | other animal species ever can. But what actually |
| "discovery learning" and creation of memorable | | | | constitutes good practice in English or foreign |
| images to facilitate learner recall. Problem-solving | | | | language learning? How can we identify or |
| and discovery learning certainly can not occur | | | | become a good language learner? In the third |
| during the noted stages of sleep. Creation of | | | | installment of the article series, "Can you really |
| "memorable imagery" is possible, especially during | | | | learn English or another foreign language while you |
| the dream state, but how many learners | | | | sleep?", we'll examine some of the many aspects |
| remember these images with any frequency? | | | | of good language learners. |