Nlp in English Language Teaching
ABSTRACT ii
The purpose of this presentation is to determine the use of NLP in language teaching. In this study, in the first part, some background information was given about what Neuro-Linguistic programming (NLP) is, and whether NLP was used in language teaching before. To put forward whether NLP is effective in language teaching, general questions related to NLP are to be asked to language teachers in questionnaires and interviews. The collected data were analyzed in tables and graphics by using numerical system. According to the findings, the hypothesis and the results were once more examined in the conclusion part.
1. INTRODUCTION
Language learners generally think that learning a language is a long and a difficult process. It is logical for language to require a long time but this is not such difficult. Or, in fact, learning a language must not be regarded as something difficult. For a language learner to find learning it enjoyable rather than difficult, teachers should always search for ways to make it enjoyable for them. If learners do not enjoy this process, their anxiety and stress increases. Both physically and psychologically, this gives harm to learners.
For all these reasons, new methods or ways must always be tried in language classes. In addition to this, a language teacher must never find the courage himself to say that he is the best teacher, or he knows the best way of teaching. Instead, a teacher should always try to develop himself maybe by searching and reading a lot, or maybe by modeling his colleagues.
Since 1970s, there has been a rising attention to individual's memories and psychologies. This approach brought a new learning method: Neurolinguistic programming. It refers to providing a theoretical framework and a set of working principles for directing or guiding therapeutic change. NLP provides questions and patterns to make our communication more clearly understood. NLP teaches us to understand how language
The purpose of this presentation is to determine the use of NLP in language teaching. In this study, in the first part, some background information was given about what Neuro-Linguistic programming (NLP) is, and whether NLP was used in language teaching before. To put forward whether NLP is effective in language teaching, general questions related to NLP are to be asked to language teachers in questionnaires and interviews. The collected data were analyzed in tables and graphics by using numerical system. According to the findings, the hypothesis and the results were once more examined in the conclusion part.
1. INTRODUCTION
Language learners generally think that learning a language is a long and a difficult process. It is logical for language to require a long time but this is not such difficult. Or, in fact, learning a language must not be regarded as something difficult. For a language learner to find learning it enjoyable rather than difficult, teachers should always search for ways to make it enjoyable for them. If learners do not enjoy this process, their anxiety and stress increases. Both physically and psychologically, this gives harm to learners.
For all these reasons, new methods or ways must always be tried in language classes. In addition to this, a language teacher must never find the courage himself to say that he is the best teacher, or he knows the best way of teaching. Instead, a teacher should always try to develop himself maybe by searching and reading a lot, or maybe by modeling his colleagues.
Since 1970s, there has been a rising attention to individual's memories and psychologies. This approach brought a new learning method: Neurolinguistic programming. It refers to providing a theoretical framework and a set of working principles for directing or guiding therapeutic change. NLP provides questions and patterns to make our communication more clearly understood. NLP teaches us to understand how language
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