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journal article Open Access Jan 01, 2008

The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a foreign language

Kuninori Shimbo
Australian Review of Applied Linguistics Vol. 31 No. 2 pp. 16.1-16.22 · John Benjamins Publishing Company
View at Publisher Save 10.2104/aral0816
Abstract
This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.
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Showing 50 of 91 references

Metrics
6
Citations
91
References
Details
Published
Jan 01, 2008
Vol/Issue
31(2)
Pages
16.1-16.22
License
View
Authors
K
Kuninori Shimbo

Monash University

Cite This Article
Kuninori Shimbo (2008). The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a foreign language. Australian Review of Applied Linguistics, 31(2), 16.1-16.22. https://doi.org/10.2104/aral0816
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