ABSTRACT

Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers and students in four classes. The analysis reveals the existence of several mediational mechanisms, in terms of e.g. different visual, aural and fictive artefacts, as well as of scaffolding through a certain sequencing of tasks and mediational texts to help students learn Swedish. Although Suggestopedia as an approach serves to facilitate the students’ learning in many ways, greater attention can be paid to the students’ experiences when conducting the lessons.

摘要

尽管以前对该方法进行了批判性研究，但Askedopedia已重新出现为瑞典第二语言教学的流行方法。在本文中，我们将重点介绍瑞典建议书教学作为成年移民的第二语言的特征。从社会文化的角度，特别是在调解，人工制品和脚手架的概念方面，我们分析了教学观察和对四个班级的师生的访谈。该分析揭示了几种中介机制的存在，例如不同的视觉，听觉和虚拟手工艺品，以及通过一定顺序的任务和中介文本来帮助学生学习瑞典语的脚手架。尽管“建议书”作为一种方法可以从许多方面促进学生的学习，