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【Abstract】As one of the important teaching methods， Suggestopedia has played an irreplaceable role in optimization of English learning. It was its 6 particular technical features proposed by Georgi Lozanov that makes its centrality， suggestion， distinguished from other forms of mind control and show distinct advantages in cognition and memorization of information in English learning. Authority， Infantilization， Double-planedness， Intonation， Rhythm and Pseudo-passiveness， each technical characteristic of Suggestopedia has its own principles， internal connection with the production of unconscious psychological activity， practical significance and experience in application. Analyzing these aspects based on each characteristic makes contributions to helping the teacher have a better command of Suggestopedia and accomplish an optimal teaching effect with varied forms of Suggestopedic methods concrectely.
【Key words】Suggestopedia； technical characteristic； application
Introduction
Suggestopedia is a specific set of learning recommendations which harnesses and redirects unconscious and/or irrational influences human beings are constantly responding to optimize learning （Stevick， 1976）. It was developed by the Bulgarian psychiatrist-educator Georgi Lozanov and used mostly to learn foreign languages.
Suggestopedia applied positive suggestion in teaching when it was developed in the 1970s and regarded as a portmanteau of the words ?suggestion? and ?pedagogy”. Suggestion is at the heart of theory of learning underlying Suggestopedia.
Lozanov’s theory of Suggestion is distinguished from hypnosis and other forms of mind control because that the latter lack “a desuggestive- suggestive sense” and “fail to create a constant set up of access to reserves through concentrative psycho-relaxation”（Lozanov， 1978）， while Lozanov’s theory could make it with 6 principal theoretical components：Authority， Infantilization， Double-planedness， Intonation， Rhythm and concert pseudo-passiveness， which we’ve often called technical characteristics of Suggetopedia.
Lozanov（1978） pointed out that memory deficit is the most difficult problem for students to overcome. Perceiving information and stimulation unconsciously is the basis of long-term memory， which needs students to stay in the environment where teachers can give appropriate suggestion in some ways. The 6 theories， or rather techniques we mentioned above promote students’ unconscious psychological activities in order to accomplish the effective memorization. Analyzing these aspects is necessary to apply them to the real teaching process and help to exploit Suggestopedia’s advantages to the full. Analyses and application of 6 technical characteristics
Authority
Lozanov（1978） claimed that nearly all of suggestive methods are based on authority， no matter whether it is leader’s personality authority， faith authority， or experience authority. Through the study， Lozanov and his colleagues discovered that suggestibility of individuals（or we say the extent of perceiving suggestion） can be influenced by physical strength， mentality， vocational ability， social statue and other factors， in which underdogs are more suggestible while authorities are more influential and dominant. So when the teacher want to intensify students’ memorization of what they are imparted， it is effective to present the information or knowledge from an authoritative source， such as scientific-sounding language， highly positive experimental data and so on. Lozanov conducted an experiment to prove this point：He divided the students in a class into 2 groups and asked each group to recite the same poem. One of the groups （we call group A in the next context） were told what they were to recite was written by a famous poet and the other group didn’t get to know the reference of the poem. The consequence is that group A finished their task more efficient. It’s one of the typical evidences.
Besides， when teachers quote some sayings of a famous writer or show some artistic works of a hot artist to convey specific ideas， the students will perceive suggestions from authority with emotion strongly， in which unconscious aesthetic psychological activities operate and memorization can be strengthened a great deal.
The significance of authority is well worth paying enough attention to and applying to the language teaching process owing to its own distinct advantages in suggestopedia. Besides presenting materials from an authoritative source mentioned above， teachers should also keep in mind that excessively intentional authority is always counterproductive；therefore， teachers would better deal with the balance appropriately and not use absolutely negative gestures and words.
Infantilization
Infantilization is the most essential method in any teaching period. Teachers have been equipped with abundant knowledge reserves， training their problem-solving skills and logical thinking ability for a long time which make them very different from the students who seems like a piece of white paper when coming to new fields of knowledge. On this occasion， infantilization begins to show its irreplaceable advantages（Sun， 2015）. Teachers seize the psychological characteristics and cognitive bases of students；then they design corresponding teaching plans and play suitable roles like parent to accomplish their infantilization. In terms of learners， they are required to play the child’s role taking part in role playing， songs， games and gymnastic exercises that help “the older student regain the self-confidence， spontaneity and receptivity of the child”（Bancroft， 1972）. Learner’s infantilization is more conspicuous in Suggestopedia， but both aspects make contributions to optimization of learning together.
In the modern education， Infantilization requires the teacher to be good at circumstance set and role arrangement， providing the students delighting and relaxing environment to learn. Playing a role as parent is what the teacher should keep in mind. Just as Lozanov proposed， teachers can accomplish Infantilization by encouraging students to taking part in role playing， songs， games and gymnastic exercises. It need more energy， time and patience for a teacher， but the feedback is excellent. On the one hand， teachers in this way can improve their appetency， building up the harmony and echo-ing each other， and achieving good relationship between students（Sun， 2015）；On the other hand， promote the development of students’ confidence and expressiveness.
Double-planedness
Double-planedness refers to the unconscious stimulus from the environment where the instruction takes place （the decoration， furniture， and arrangement of the classroom and the musical background ） and teacher’s behaviors （gesture and expression）. All of these elements are called peripheral stimulus and have a great impact on the learning process.
Experiments demonstrate that Double-planedness can intensify the authority， creating the circumstance of infantilization and giving the unconscious psychological suggestion to help learner perceive and memorize information effectively （Liao， 2003）， which provides teachers today with lots of inspiration and experience.
For instance， applying proper artistic forms tactfully. Background music， expressive elocnte with vivid expression and action， and artistic arrangement are helpful. Through the use of music， teacher can relax learners， making a peaceful and pleasant atmosphere. Besides， the centrality of music and musical rhythm help to structure， pace and punctuate the presentation of linguistic material（Lozanov）， which seems the same as the third function of music in therapy proposed by Gaston（1698）：music uses the unique potential of rhythm to energize and bring the order. In addition， teacher’s behavior. Through the artistic arrangement of the classroom relevant to the learning theme and the teacher’s behavior（gestures， expressions and expressive elocnte） full of artistic appeal， students perceive suggestions and influences in a long-term subtle way from their visual cognition to mental stimulation（Feng
【Key words】Suggestopedia； technical characteristic； application
Introduction
Suggestopedia is a specific set of learning recommendations which harnesses and redirects unconscious and/or irrational influences human beings are constantly responding to optimize learning （Stevick， 1976）. It was developed by the Bulgarian psychiatrist-educator Georgi Lozanov and used mostly to learn foreign languages.
Suggestopedia applied positive suggestion in teaching when it was developed in the 1970s and regarded as a portmanteau of the words ?suggestion? and ?pedagogy”. Suggestion is at the heart of theory of learning underlying Suggestopedia.
Lozanov’s theory of Suggestion is distinguished from hypnosis and other forms of mind control because that the latter lack “a desuggestive- suggestive sense” and “fail to create a constant set up of access to reserves through concentrative psycho-relaxation”（Lozanov， 1978）， while Lozanov’s theory could make it with 6 principal theoretical components：Authority， Infantilization， Double-planedness， Intonation， Rhythm and concert pseudo-passiveness， which we’ve often called technical characteristics of Suggetopedia.
Lozanov（1978） pointed out that memory deficit is the most difficult problem for students to overcome. Perceiving information and stimulation unconsciously is the basis of long-term memory， which needs students to stay in the environment where teachers can give appropriate suggestion in some ways. The 6 theories， or rather techniques we mentioned above promote students’ unconscious psychological activities in order to accomplish the effective memorization. Analyzing these aspects is necessary to apply them to the real teaching process and help to exploit Suggestopedia’s advantages to the full. Analyses and application of 6 technical characteristics
Authority
Lozanov（1978） claimed that nearly all of suggestive methods are based on authority， no matter whether it is leader’s personality authority， faith authority， or experience authority. Through the study， Lozanov and his colleagues discovered that suggestibility of individuals（or we say the extent of perceiving suggestion） can be influenced by physical strength， mentality， vocational ability， social statue and other factors， in which underdogs are more suggestible while authorities are more influential and dominant. So when the teacher want to intensify students’ memorization of what they are imparted， it is effective to present the information or knowledge from an authoritative source， such as scientific-sounding language， highly positive experimental data and so on. Lozanov conducted an experiment to prove this point：He divided the students in a class into 2 groups and asked each group to recite the same poem. One of the groups （we call group A in the next context） were told what they were to recite was written by a famous poet and the other group didn’t get to know the reference of the poem. The consequence is that group A finished their task more efficient. It’s one of the typical evidences.
Besides， when teachers quote some sayings of a famous writer or show some artistic works of a hot artist to convey specific ideas， the students will perceive suggestions from authority with emotion strongly， in which unconscious aesthetic psychological activities operate and memorization can be strengthened a great deal.
The significance of authority is well worth paying enough attention to and applying to the language teaching process owing to its own distinct advantages in suggestopedia. Besides presenting materials from an authoritative source mentioned above， teachers should also keep in mind that excessively intentional authority is always counterproductive；therefore， teachers would better deal with the balance appropriately and not use absolutely negative gestures and words.
Infantilization
Infantilization is the most essential method in any teaching period. Teachers have been equipped with abundant knowledge reserves， training their problem-solving skills and logical thinking ability for a long time which make them very different from the students who seems like a piece of white paper when coming to new fields of knowledge. On this occasion， infantilization begins to show its irreplaceable advantages（Sun， 2015）. Teachers seize the psychological characteristics and cognitive bases of students；then they design corresponding teaching plans and play suitable roles like parent to accomplish their infantilization. In terms of learners， they are required to play the child’s role taking part in role playing， songs， games and gymnastic exercises that help “the older student regain the self-confidence， spontaneity and receptivity of the child”（Bancroft， 1972）. Learner’s infantilization is more conspicuous in Suggestopedia， but both aspects make contributions to optimization of learning together.
In the modern education， Infantilization requires the teacher to be good at circumstance set and role arrangement， providing the students delighting and relaxing environment to learn. Playing a role as parent is what the teacher should keep in mind. Just as Lozanov proposed， teachers can accomplish Infantilization by encouraging students to taking part in role playing， songs， games and gymnastic exercises. It need more energy， time and patience for a teacher， but the feedback is excellent. On the one hand， teachers in this way can improve their appetency， building up the harmony and echo-ing each other， and achieving good relationship between students（Sun， 2015）；On the other hand， promote the development of students’ confidence and expressiveness.
Double-planedness
Double-planedness refers to the unconscious stimulus from the environment where the instruction takes place （the decoration， furniture， and arrangement of the classroom and the musical background ） and teacher’s behaviors （gesture and expression）. All of these elements are called peripheral stimulus and have a great impact on the learning process.
Experiments demonstrate that Double-planedness can intensify the authority， creating the circumstance of infantilization and giving the unconscious psychological suggestion to help learner perceive and memorize information effectively （Liao， 2003）， which provides teachers today with lots of inspiration and experience.
For instance， applying proper artistic forms tactfully. Background music， expressive elocnte with vivid expression and action， and artistic arrangement are helpful. Through the use of music， teacher can relax learners， making a peaceful and pleasant atmosphere. Besides， the centrality of music and musical rhythm help to structure， pace and punctuate the presentation of linguistic material（Lozanov）， which seems the same as the third function of music in therapy proposed by Gaston（1698）：music uses the unique potential of rhythm to energize and bring the order. In addition， teacher’s behavior. Through the artistic arrangement of the classroom relevant to the learning theme and the teacher’s behavior（gestures， expressions and expressive elocnte） full of artistic appeal， students perceive suggestions and influences in a long-term subtle way from their visual cognition to mental stimulation（Feng