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NLP Meta-Modeling questions: The art of exploring the deep structure of a person‟s model
Aruna Jyothi Kornana
Research Methodlogy Prof. Pramod Pandey, Centre for Linguistics School of Language, Literature and Cultural Studies, JNU Novemeber 26, 2010
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NLP Meta-Modeling Questions: The Art of Exploring the Deep Structure of a Person‟s Model
The aim of this project was to analyse the role of one of the most important models of Neuro-Linguistic Programming in language learning – Meta-Model which reconnects language with experiences, and can be used for gathering information, clarifying meanings, identifing limitations, opening up choices and observing and mapping the successful behaviours of other people. This study focuses on the following aspects of language pedagogy. 1. How does a language teacher use his/her language patterns or linguistic ability in order to challenge their student‟s beliefs and encourage them to refine their understanding and express themselves with more clarity? Especially with those students who are learning language for the first time – let‟s say a foreign language – just because a student is exposed to teaching does not mean that they are learning anything. Blackerby (2002a)i believes we have presupposed that students know how to learn in the classroom and perform the academic tasks we assign to them and often they do not; and a large number of students have been traumatised by their inability to succeed in school. 2. How does a language learner understand, explore and model the language teacher‟s excellence. Meta Model is an extremely effective set of questioning tools that is designed to break down what a person does well into a teachable form so that one can learn to do it and reproduce the results approximately with the same effect. Background The Meta-Model was originally presented in The Structure of Magic I: A Book About Language and Therapy by Bandler and Grinder, co-founders of Neuro-Linguistic Programming,
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in (1975). They equated this level of thought to what Noam Chomsky described as the deep structure (Syntactic Structures, 1957). According to Grinder the Meta-Model questions are based on Transformational Grammar (1973). NLP is being applied in UK education, for example through the UK NLP network called „NLPEdNet‟ii, through interest from associations such as the Society for Effective Affective Learning (SEAL)iii, and through the practice of individual teachers and learners who have received NLP training. A research paper on „Neuro-Linguistic Programming and learning: Teacher case studies on the impact of NLP in education‟ the use of Meta-Model questioning as a part of their survey. Nature of the Corpus The main study of the corpus constituted articles published in magazines and books on NLP for reviewing the existing literature. Nature of Data There were 6 participants, mainly second language learners and few teachers. The participants were asked to express themselves about classroom learning and teaching, difficulties and experience with their peer group. There were no specified set of questions as the experience was different for each individual and based on their response the questions were framed. At a later stage they were given a brief account of basic models of NLP like the Milton model, Filters, representational system, eye-movements and Meta-Model. Feedback forms were collected at the end. Meta-Model of Language The basic principle behind the Meta Model is Korzybski's notion that „the map is not the territory.‟ NLP assumes that all models of the world human beings build up are „filtered‟ models.
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They are not a direct and identical picture of the world, but a reconstruction of sensory experiences (Ötsch 2000: Wahrnehmungs - Filter)iv. Consequently, words and language never have only one meaning. What an expression means depends on the individual experience made with the...
References: Alistair Donnell. The taming of the unwieldy beast. [online] http://www2.hull.ac.uk/administration/federation/workstrands/researchandcpd.aspx Bandler, R. & Grinder, J. (1975a) The Structure of Magic I: a book about language and therapy. Palo Alto, California: Science and Behaviour Books, Inc. Benson, K. & Carey, J. (2006). Durham Pilot - The use of Neuro Linguistic Programming (NLP) in schools. Retrieved October 8, 2010, from http://www.meta4education.co.uk/durham.pdf. Blackerby, D.A. (2002a). Help for Troubled Youth: Finding the Missing Piece to the Puzzle. Anchor Point. Retrieved June 14, 2002, from http://www.new-oceans.co.uk/ednet/ Dr. Peter EH Smee. & Linda M Smee. (2005). How To Get Ahead Neuro-Linguistic Programming: the Key To Accelerated Learning.[online] www.turtletrader.com/nlp-introduction.pdf Murat Hişmanoğlu (2006). Curent Perspectives on Pronunciation Learning and Teaching. Journal of Language and Linguistic Studies Vol.2, No.1, April 2006. Carey J., Churches R., Hutchinson G., Jones J. & Tosey P. (2010) Neuro-Linguistic Programming and learning: teacher case studies on the impact of NLP on education http://www.cfbt.com/evidenceforeducation/our_research/evidence_for_practice/neurolinguistic_programming.aspx Sandra Lehner: Learner-centred Training with Neuro-Linguistic-Programming. Diplomarbeit, Johannes Kepler Universität Linz, 2000.
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i. ii. iii. iv. i.
http://www.healthsurvey.com/nlpeducation.htm http://www.new-oceans.co.uk/ednet/index.htm http://www.seal.org.uk Learning and Neuro-Linguistic-Programming - A Theoretical Discourse http://www.cfbt.com/evidenceforeducation/our_research/evidence_for_practice/neurolinguistic_programming.aspx
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