title: ÐÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÐ»ÐµÐ¼ÐµÐ½ÑÐ¾Ð² ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÐµÑÐ¾Ð´Ð° Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð² Ð³ÑÑÐ¿Ð¿Ð°Ñ Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐµÐ¹
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Application of elements of the Suggestopedia method in English classes in groups of non-linguistic specialties
Creators: name: Ð¡ÐµÑÐ³ÐµÐµÐ²Ð°, ÐÐ¸ÐºÐ¸ÑÐ°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2024
Subjects: ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸ÑÐµÑÐºÐ¸Ð¹ Ð¼ÐµÑÐ¾Ð´
Ð¼Ð¾ÑÐ¸Ð²Ð°ÑÐ¸Ñ
Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ°Ñ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÑ
Ð¾Ð±ÑÑÐµÐ½Ð¸Ðµ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð² Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð³ÑÑÐ¿Ð¿Ð°Ñ
suggestopedia method
motivation
linguistic anxiety
teaching foreign language in non-linguistic groups

description: Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ ÑÐ°ÑÑÐ¼Ð°ÑÑÐ¸Ð²Ð°ÐµÑÑÑ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÐµÑÐ¾Ð´Ð° Ð¸ ÐµÐ³Ð¾ Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð¸Ðµ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð´Ð»Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ ÑÐ¿ÐµÑÐ¸Ð°Ð»ÑÐ½Ð¾ÑÑÐµÐ¹, Ð° ÑÐ°ÐºÐ¶Ðµ Ð¾ÑÐµÐ½ÐºÐ° ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÐ¸ ÑÑÐ¾Ð³Ð¾ Ð¼ÐµÑÐ¾Ð´Ð°, Ð¸ ÐµÐ³Ð¾ Ð²Ð»Ð¸ÑÐ½Ð¸Ðµ Ð½Ð° Ð¼Ð¾ÑÐ¸Ð²Ð°ÑÐ¸Ñ Ð¸ ÑÑÐ¾Ð²ÐµÐ½Ñ ÑÐ·ÑÐºÐ¾Ð²Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð². ÐÐ½ÑÐµÐ³ÑÐ°ÑÐ¸Ñ Ð¸Ð½ÑÐµÐ½ÑÐ¸Ð²Ð½ÑÑ Ð¼ÐµÑÐ¾Ð´Ð¾Ð², Ð²ÐºÐ»ÑÑÐ°Ñ ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸ÑÐµÑÐºÐ¸Ð¹, Ð² Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÐ¹ Ð¿ÑÐ¾ÑÐµÑÑ Ð¼Ð¾Ð¶ÐµÑ ÑÑÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾ Ð¿Ð¾Ð²ÑÑÐ¸ÑÑ ÑÑÐ¾Ð²ÐµÐ½Ñ Ð¼Ð¾ÑÐ¸Ð²Ð°ÑÐ¸Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ðº Ð¸Ð·ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð³Ð¾ ÑÐ·ÑÐºÐ°, Ð° ÑÐ°ÐºÐ¶Ðµ ÑÐ½Ð¸Ð·Ð¸ÑÑ ÑÑÐ¾Ð²ÐµÐ½Ñ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸. Ð Ð´Ð°Ð½Ð½Ð¾Ð¹ ÑÐ°Ð±Ð¾ÑÐµ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·ÑÑÑÑÑ ÐºÐ°Ðº ÐºÐ°ÑÐµÑÑÐ²ÐµÐ½Ð½ÑÐµ, ÑÐ°Ðº Ð¸ ÐºÐ¾Ð»Ð¸ÑÐµÑÑÐ²ÐµÐ½Ð½ÑÐµ Ð¼ÐµÑÐ¾Ð´Ñ Ð°Ð½Ð°Ð»Ð¸Ð·Ð° Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐµÐ¹ Ð¸Ð½ÑÐµÐ³ÑÐ°ÑÐ¸Ð¸ ÑÐ»ÐµÐ¼ÐµÐ½ÑÐ¾Ð² ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸Ð¸. ÐÐ»Ð°Ð³Ð¾Ð´Ð°ÑÑ ÐºÐ¾Ð½ÑÑÐ°ÑÐ¸ÑÑÑÑÐµÐ¼Ñ Ð¸ ÑÐ¾ÑÐ¼Ð¸ÑÑÑÑÐµÐ¼Ñ Ð²Ð¸Ð´Ð°Ð¼ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ° ÑÐ´Ð°Ð»Ð¾ÑÑ Ð²ÑÑÑÐ½Ð¸ÑÑ, ÑÑÐ¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð½ÑÐµ ÑÐµÑÐ½Ð¸ÐºÐ¸ Ð¸ Ð¼ÐµÑÐ¾Ð´Ñ, Ð¿ÑÐ¸Ð¼ÐµÐ½ÐµÐ½Ð½ÑÐµ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ, ÑÐ²Ð»ÑÑÑÑÑ ÑÑÑÐµÐºÑÐ¸Ð²Ð½ÑÐ¼Ð¸ Ð´Ð»Ñ Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð³ÑÑÐ¿Ð¿. Ð¢Ð°ÐºÐ¶Ðµ, Ð±ÑÐ»Ð¸ Ð²ÑÑÐ²Ð»ÐµÐ½Ñ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð½ÑÐµ Ð·Ð°ÐºÐ¾Ð½Ð¾Ð¼ÐµÑÐ½Ð¾ÑÑÐ¸ Ð²Ð»Ð¸ÑÐ½Ð¸Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ñ ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÐµÑÐ¾Ð´Ð° Ð½Ð° ÑÑÐ¿ÐµÐ²Ð°ÐµÐ¼Ð¾ÑÑÑ Ð¾Ð±ÑÑÐ°ÑÑÐ¸ÑÑÑ, Ð±Ð»Ð°Ð³Ð¾Ð´Ð°ÑÑ ÑÑÑÐµÑÑÐ²ÐµÐ½Ð½Ð¾Ð¼Ñ ÑÐ½Ð¸Ð¶ÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÑÑÐµÐ²Ð¾Ð¶Ð½Ð¾ÑÑÐ¸ Ð¸ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ Ð¼Ð¾ÑÐ¸Ð²Ð°ÑÐ¸Ð¸. Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð¼Ð¾Ð³ÑÑ Ð±ÑÑÑ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ñ Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð´ÑÑÐ³Ð¸Ð¼Ð¸ ÑÐ¿ÐµÑÐ¸Ð°Ð»Ð¸ÑÑÐ°Ð¼Ð¸ Ñ ÑÐµÐ»ÑÑ Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ ÑÑÐµÐ±Ð½Ð¾-Ð¿Ð¾Ð·Ð½Ð°Ð²Ð°ÑÐµÐ»ÑÐ½Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð¸ Ð¸Ð½ÑÐµÐ³ÑÐ°ÑÐ¸Ð¸ ÑÐ»ÐµÐ¼ÐµÐ½ÑÐ¾Ð² ÑÑÐ³Ð³ÐµÑÑÐ¾Ð¿ÐµÐ´Ð¸Ð¸ Ð² Ð¾Ð±ÑÐ°Ð·Ð¾Ð²Ð°ÑÐµÐ»ÑÐ½ÑÐ¹ Ð¿ÑÐ¾ÑÐµÑÑ Ð² Ð½ÐµÑÐ·ÑÐºÐ¾Ð²ÑÑ Ð³ÑÑÐ¿Ð¿Ð°Ñ Ð² Ð²ÑÑÑÐ¸Ñ ÑÑÐµÐ±Ð½ÑÑ Ð·Ð°Ð²ÐµÐ´ÐµÐ½Ð¸ÑÑ.
description: This work considers the concept of suggestopedia method and its application in foreign language classes for students of non-linguistic specialities, as well as the evaluation of effectiveness of this method and its impact on studentsâ motivation and level of linguistic anxiety. The integration of intensive methods, including suggestopedic methods, into the educational process can significantly increase the level of students motivation to learn a foreign language, as well as reduce the level of foreign language anxiety. This research paper uses both qualitative and quantitative methods to analyse the peculiarities of integrating elements of suggestopedia. As a result of the establishing and forming types of the experiment it was possible to find out that the investigated techniques and methods applied in the classes are effective for non-language groups. In addition, certain patterns of influence of the use of the suggestopedic method on students academic performance were revealed, due to a significant decrease in foreign-language anxiety and the development of motivation. The results of this study can be used in the process of teaching English by other specialists in order to activate students learning and cognitive activities and integrate elements of suggestopedia into the educational process in non-language groups in higher education institutions.