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A Comparison of Application of Problem-based Teaching Method and Suggestopedia in Junior High Schools English TeachingChapter 1 IntroductionEnglish teaching is an important factor in the teaching. There are some methods to teaching English. Many scholars refer the two kinds of English teaching methods, that are suggestopedia and problem-based teaching. In this paper ,we will study the teaching method, and tell the difference between them, so that we can find the advantages and disadvantages of the two kinds of methods, and find the right way to teaching English.1.1 statement of the problemWith the process of opening-up, the communication is the tread. It is a important thing to learn English for Chinese students. Many teachers and students pay attention to the learning English. On the process of teaching, English teachers usually adopt the two kinds of methods to teaching English in the junior high school. The two kinds of methods are suggsetopedia and problem-based teaching. English teachers often spread English knowledge by stating himself or some wrong methods. There are obvious mirror in the problem-based teaching and suggestopedia. Many teachers often ignore the problem of the way of setting problem, and often do not stress the importance of suggestopedia, so that it makes students puzzle. Even though many teachers adopt the two kinds of teaching, they still can not the difference between the problem-based and suggestopdia teaching method, so they use the method of teaching in a wrong way. Now we will tell the difference between the problem-based and suggestopdia teaching method, show the way to how to use the different methods in the right time and right way.1.2 significance of the studyMany scholars think that the two kinds of the different way to teaching English are the right way, so that they usually stress the way to how to use the methods. Many scholars dont realize the difference of them. But the two kinds of different teaching methods have the different rule. In this paper, I will tell the difference between the problem-based and suggestopdia teaching method, so that we can find the most right way to the use the teaching methods, if we dont know the difference between them, we will lost in the way to teaching.1.3 an overview of the thesisWe make some tests, and find the difference between PBL and STP. There are three different points in the two kinds of English teaching. Firstly,PBL teaching method pay attention to the specific problem, and the English teachers should know the problem. On the other hand, STP is the way to make a station to make students understand, so that it is impromptu. Secondly,PBL is the method based problem, so that teachers and students often follow three steps including finding problem, solving problem and searching new problem. STP teaching method is based on the background of knowledge, in the way, the teachers often guide the students to find the way how to learn knowledge. So that the teachers are the leader of the road, the students are the main factor of the learning. Thirdly, the PBL method can make students understand the knowledge fast, and the STP method can make students memory for a long time.Chapter 2 Literature ReviewWith the development of our society English has been used not only in personal communication but also in our countrys foreign affairs. To find a good job, students need to learn English . Thus, the English teaching method which is used in each stage receives a lot of attention. In order to improve the English skills of students,educators have been constantly exploring different teaching approaches and methods of language teaching, for example, Task-based Language Teaching (TBLT), Situational Language Teaching and Communicative Language Teaching (CLT). Among these important English teaching methods, Problem-based Language Teaching (PBL) and Suggestopedia(STP) have draw my attention, because education experts have carried out experiments on these teaching methods in different subjects for a long time. The following parts will focus on Problem-Based Language Teaching Method and Suggestopedia in English teaching.2.1. The definition of PBL and STP2.1.1 What is PBL?Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems (not to be confused with project-based learning). The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (known as the tutor in PBL) is that of facilitator of learning who provides appropriate scaffolding and support of the process, modelling of the process, and monitoring the learning. The tutor must build students confidence to take on the problem, encourage the student, while also stretching their understanding. According to the British Samford University Research Center in 2002 problem-based teaching has the following main features:(1) A student-centered learning(2) Learning in a small group of students(3) Teachers is served as the promoter and guide(4) Forming and organizing focused problems and stimulate learning(5) Problems are just the medium of the development of problem-solving skills(6) Through independent study to obtain new information and knowledge2.1.2 Theories of SuggestopediaSuggestopedia(STP) is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov (see right). The term Suggestopedia, derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches. However, Lozanov reserves the title strictly for his own method, and he has his own training and certification facilities. Suggestopedia was originally applied mainly in foreign language teaching, and it is often claimed that it can teach languages approximately three times as quickly as conventional methods. It is now applied in several other fields, and its central ideas inspired the development of my own Brain ware workshops. Another revolutionary language teacher who developed his own distinctive methods was the late Michel Thomas, his numerous famous clients including: Woody Allen, Bob Dylan and Eddie IzzardThe intended purpose of Suggestopedia was to enhance learning by lowering the affective filter of learners. Lozanov claims in his website, Suggestology and Suggestopedy, that “suggestopedia is a system for liberation”; liberation from the “preliminary negative concept regarding the difficulties in the process of learning” that is established throughout their life in the society. Desuggestopedia focuses more on liberation as Lozanov describes “desuggestive learning” as “free, without a mildest pressure, liberation of previously suggested programs to restrict intelligence and spontaneous acquisition of knowledge, skills and habits.” The method implements this by working not only on the conscious level of human mind but also on the subconscious level, the minds 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 time2.2 Researches abroad2.2.1 The studies of PBTMaxMyToB,M.H., an expert from Soviet Union has mentioned this teaching theory from a passage of his book “Modern Class”. He said that traditional teaching is a kind of explanation and example-giving teaching, which emphasizes the systematic learning of the knowledge rather than to develop the intellectual and creative ability from the requirement of the contemporary world. However, by the context of the problem, students could acquire the knowledge through independent awareness activities. On this occasion, the fact that students act as a centre of learning. Meanwhile, Brazils well-known educator Pauls question of teaching theory also laid the theoretical basis of PBL.Then PBL was pioneered in the medical school program at McMaster University in Hamilton, Ontario, Canada in the late 1960s by Howard Barrows and his colleagues. In 1966,McMaster University of the United States set up a new medical college, at the same ;the institute formed a group of experts responsible for planning the hospitals development and setting the courses. The expert group abandoned the standard course-setting practice of the subject-centered but took another approach in instead with a three-year plan. This marked the problem-based teaching came into being, which gave a clear direction for the students-centered and interdisciplinary teaching. The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning, and to show the learners the importance of responsible, professional attitudes (Barrows, 1996).Problem-Based Learning subsequently has been adopted by other medical school programs (Barrows, 1996), adapted for undergraduate instruction as well as elementary and high school (Barrows, 1996; Gasser, 2011). The use of PBL has expanded from its initial introduction into medical school programs to include education in the areas of other health sciences, math, law, education, economics, business, social studies, and engineering (Barrows 1996; Gasser, 2011). The use of PBL, like other student-centered pedagogies, has been motivated by recognition of the failures of traditional instruction (Wingspread, 1994; Boyer, 1998) and the emergence of deeper understandings of how people learn (National Research Council, 2000). Unlike traditional instruction, PBL actively engages the student in constructing knowledge. PBL includes problems that can be solved in many different ways and have more than one solution. A good problem is authentic, meets students level of prior knowledge, engages students in discussion, and is interesting.Schmidt (1983) describes the process of Problem-based learning as being seven steps:- clarifying and agreeing on terms and concepts that are unclear- define the problem and review terms which need more depth or explanation- analyze, brainstorm and create potential hypothesis- discuss, evaluate and organize possible explanations into potential hypothesis- generate and prioritize learning objectives, divide research workload- private study time to research objectives- during next tutorial report back gained information, create an explanation and synthesize new information in relation to the problem2.2.2 The studies of STPFrom the summer of 1965, Lozanov started to doing the research of problem-based teaching method. In 1978, this teaching method was mentioned in his article. Compared with conventional teaching methods, participants Learning efficiency had increased 25 times (Jack C. ichards, Theodore S. Rodgers 2000).The United States also suggests a number of experimental studies, and the reports show that by using this method .the contents of each lesson need only 1 / 3 of the time to complete, and after 14 weeks of the test, 75% - 80% of the students oral and silent reading performance are more than a year after the level of training by conventional teaching methods(Yuan Jianping 2003). The former Soviet Union Kapitanova and Schukin suggest in contrast to other teaching methods and the actual results, the findings indicate that this teaching method is superior to the other three (Yuan Jianping 2003)Some educators are still trying to use this method on the basis of previous references, and create some new teaching methods, for example, American educator Schuster and Dhority suggest teaching methods as Quick creation of teaching and acquisition methods which based on the creation of PBL (Liao Kun 2003).2.3Researches in China2.3.1 Researches of PBTThe idea of Problem-based teaching method has existed since ancient, dating back to ancient Chinese educator Confucius. Confucius teaching ideas embodied in his famous saying:“不愤不启，悱不发，举一隅不以三隅则不复也”which means: do not enlighten the student if he himself only wants to understand through the teacher but without any active thinking; do not enlighten the student if he wants to tell but not knowing how to do it; give the learner an example on one side, if he fails to indicate the other three sides, do not tell him directly.With the development of education, psychology and other related theory, the problem-based teaching method became a formal teaching method and it is continually improved by the educators. Yuan Zhenguo, who works in the Ministry of Education, had published an article “Which is More Important Questions and Answers Between”(2001).He mentioned that “to train and develop students creativity, we must first protect and develop their awareness of the problem by using the problem-based teaching method”.2.3.2 Researches of STPThe theory of suggesting teaching was introduced into China until the early 1980s. Zhou Yannan(1980),a member of Central Edition, published an article in foreign magazines which described the situation of suggest teaching abroad.Then, professor Hong Peixi translated parts of Lozanovs article. That laid the foundation of Chinas research of suggested teaching method. And in 1985, the famous educator Hu Yingkes article “ It is worth to study Lozanovs Suggestopedia” had played a important role. From then on, other educators had done the research of STP in turn, such as Li Ruilin and Zhang Xiuming who made some experiments and practices about STP, obtaining some successful resultsThey think STP will bring one revolution in the field of Foreign Language TeachingYing Lin(2001)，Cui Yanli(2004)，Tong Xin(2005)conduct the experiments and researches widely into listening，children learning and reading on the basis of the precedent researchesThey hold STP will bring a reform in foreign language teachingSome masters like Gao Fangling(2003),Sun Xueqin(2005), Xu Hui(2007) mentioned STP in the thesis.2.4 SummaryProblem-based teaching method and Suggestopedia are both aimed to improve the learning efficiency of students, but they have their own principles, features and teaching processes. Researches on PBL or Suggestopedia have been carried out for decades. However, the comparison has rarely been made between the two teaching methods. This brings a need and a reason as to analyze and compare them. So in the next chapter I will compare two teaching methods and finding out which is more effective in English teaching class.Chapter 3 Research DesignFor finding the most suitable way to learning English, we make some tests and analysis the advantage and disadvantage of different teaching methods.So that we make several test to show which kinds of english teaching method better.3.1 research questionsWe make some tests to prove two questions,that the two kinds of Teaching method are useful for improving english scores,or not.We want get the result that which method is suitable to the english teaching.Finding suitable method must be considered on some questions,including how to improve students positive,and how to conform to students thoughts.3.2 subjectsIn the center of english learning,the two kinds of different learning methods have different advantage and disadvantage.So that we study the effect of methods.3.3 instrumentWe will test the effect of methods by questionnaire and testing,so that we design a detail questionnaire to get the students thoughts and test the effect by the testing.3.4 proceduresFirstly,we make a questionnaire and testing for students.Secondly,we choose a class in a junior school.Thirdly,we analysis the data ,and get the result.3.4.1 questionnaire1)Do you like study questions?A yes B no C others2)Do you like discuss questions with teachers and students?A yes B no C others3)Can you find the answer by the questions?A yes B no C others4)Do you like the method of suggestopdia?A yes B no C others5)Do the method of suggestopdia make you have a deep impress?A yes B no C others6)Is the method of suggestopdia useful to improve your english scores?A yes B no C others3.4.2 testing1)pre-testWe choose some new words to test the students,and realize the students knowledge.Two teachers teach english for two classes,finally we collect the data.2)post-testAfter class,we will test the students again by the pre-test testing,so that we can know the students learning data,at the end ,we will analysis the data.Chapter 4 data presentation and discussion4.1 the analysis of the data4.1.1 the analysis of questionnaireWe get a result that many students dont want preview,so that PBL is not the comfortable way for students,but the students are pleasure to discuss with their teachers and others.The method of STP make students pleasure,they are happy to enjoy the class of STP(as test one ).PBLSTPSupport rate80%90%Objection rate20%10%4.1.2 the analysis of testThe two classes is in the stage of same level at the pro-class .We get a result that the method of PBL can make students understand words fast,and the method of STP have an effect on longtime memory.Test two(Class A is based on PBL,and class B is based on STP,the Percentage shows the correct rate.)ABpre-test50%50%post-test90%80%Test three(The test is made after a month.Class A is based on PBL,and class B is based on STP,the Percentage shows the correct rate.)ABCorrect rate 80%50%4.2 data discussion4.2.1 DiscussionIf we want improve our English score, we can choose PBL, that method of study can improve our score, and make students positive. STP can make students memory knowledge for a longtime.The Quality of question and the enthusiasm of the students are raised by PBL. And the students often put forward various problems, but some questions are out of the teachers expectation. The key is to teach students method. For example, how to select a reflection point in Chinese lesson, and we can set different questions in different types of articles. We teach the students how to think and should also teach them to follow the rule of thought to ask questions, using progressive, comparing type, and other ways to ask questions and doubts. After a period of training, most of students can provide more quality problems.STP pay attention to double exchange that refers to the unconscious stimuli from the environment ( such as classroom decoration ) and facial expressions, gestures of teachers. These edges of the stimulus has important influence on the students learning ability, thus suggestive teaching stresses context arrangement, and teachers should maintain a happy, passionate, proud, full mental state. In addition to use of double exchange technology, teachers should also regularly express high expectations to the students, make student improve own expectation effect, stimulate learning confidence. Application of STP is not simply to do a few gestures, put a few pieces of music, or to say a few words of encouragement. It is necessary to master the necessary psychological theory and mental skills, such as how to hold effective opportunity, how to effectively break through students defense of anti suggestion, how to get effect without trace and so on, that are the need for teachers with high educational wisdom and the art of teaching. Therefore, it is necessary for the teachers to correspond learning and training before application of STP.4.2.2 LimitPBL is
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