Accelerative Learning
INTRODUCTION
Chapter 1 Introduction
PART 1 BACKGROUND
Chapter 2 The
evolution of Accelerative Learning from Lozanov to the present
2.1 Introduction
2.2 Suggestopedia
2.3 Adaptations of
the Lozanov model
2.4 Superlearning
2.5 Suggestive Accelerative
Learning and Teaching (SALT)
2.6 Psychopädie
2.7 Summary
PART II LITERATURE REVIEW
Chapter 3 The
effects of music, relaxation and suggestion in the learning environment.
3.1 Introduction
3.2 Music
3.3 Relaxation
3.4 Suggestion
3.5 General conclusions
Chapter 4 A critical
analysis of the claims made for Accelerative Learning
4.1 Introduction
4.2 Lozanov's research
4.3 Western research
4.3.1 Non-experimental
studies
4.3.2 Experimental
and quasi-experimental studies
4.3.2.1 Time
saving
4.3.2.2 Improvement
in affective variables
4.3.2.3 Improved
achievement
4.3.2.3.1 Non-language
studies
4.3.2.3.2 Language
studies
4.3.2.3.2.1 Comparison
with intensive conditions
4.3.2.3.2.2 Comparison
with conventional methods
4.3.2.3.2.3 Comparison
with non-conventional methods
4.4 General conclusions:
research claims
PART III EMPIRICAL INVESTIGATIONS
Chapter 5 A quasi-experimental
investigation of the effects of Accelerative Learning on behaviour, self-concept,
attitude and achievement in the natural secondary school language class.
5.1 Introduction
5.2 Method
5.3 Results
5.4 Discussion
Chapter 6 An experimental
investigation of the effects of Accelerative Learning on language learning,
language self-concept and attitude in the primary school.
6.1 Introduction
6.2 Method
6.3 Results
6.4 Discussion
Chapter 7 The effects
of Accelerative Learning on the functional use of language in a year 10
German class.
7.1 Introduction
7.2 Method
7.3 Results
7.4 Discussion
Chapter 8 Conclusions
and recommendations for research