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Neurolinguistic Programming

NLP refers to a training philosophy and set of techniques developed in the 1970s as an alternative form of therapy. It focuses on building rapport, gathering information about internal and external views, and helping achieve goals. NLP is based on theories of how the brain and language work. It views learning as moving from controlled to automatic processing. Four key principles are outcomes, rapport, sensory acuity, and flexibility. NLP uses imaginative exercises to link feelings to grammatical structures but is not a language teaching method in itself.

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Khalfi Syaputra
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81 views

Neurolinguistic Programming

NLP refers to a training philosophy and set of techniques developed in the 1970s as an alternative form of therapy. It focuses on building rapport, gathering information about internal and external views, and helping achieve goals. NLP is based on theories of how the brain and language work. It views learning as moving from controlled to automatic processing. Four key principles are outcomes, rapport, sensory acuity, and flexibility. NLP uses imaginative exercises to link feelings to grammatical structures but is not a language teaching method in itself.

Uploaded by

Khalfi Syaputra
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING ENGLISH AS

FOREIGN LANGUAGE
Neurolinguistic Programming

MAHDIAT MOKO 1705085009


AHMAD KAMALUDDIN ILMI 1705085012
MUHAMMAD KHALFI SYAPUTRA 1705085024
Background

 Neurolinguistic Programming refers to a training


philosophy and set of training techniques first
developed by John Grindler and Richard Bandler in
the mid-1970s as an alternative form of theraphy.
 Grindler and Bandler developed NLP as a system of
techniques therapist could use in building rapport
with clients, gathering information about their
internal and external views of the world and helping
them achieve goals and bring about personal change.
Approach : Theory of Language and Learning

 Neuro refers to beliefs about the brain and how it


fucntions.
 Linguistic refers to theory of communication, one
that tries to explain both verbal and nonverbal
information processing.
 Programming refers to observable patterns of
thought and behavior.
 Learning effective behaviors is viewed as a problem
of skill learning: it is dependent on moving from
stages of controlled to automatic processing.
Design : Objectives, Syllabus, Learning Activities,
Roles of Learners, Teachers, and Material

 Four key principles lie at the heart of NLP :


 Outcomes : NLP claims that knowing preciesly what you want
helps you achieve it.
 Rapport : Maximizing similarities and minimizing differences
between people at a nonconscious level.
 Sensory acuity : Noticing what another person is
communicating, consciously and nonverbally.
 Flexibility : Having a range of skills to do something else or
something different.
Design : Objectives, Syllabus, Learning Activities,
Roles of Learners, Teachers, and Material
 Revell and Norman present 13 presuppositions that guide the application of NLP in
language learning and other fields.
1. Mind and body are interconnected
2. The map is not the territory
3. There is no failure, only feddback
4. The map becomes the territory
5. Knowing what you want helps you get in
6. The resources we need are within us
7. Communication is nonverbal as well as verbal
8. The nonconscious mind is benevolent
9. Communication is nonconscious as well as conscious
10. All behavior has positive intention
11. The meaning of my communication is the response I get
12. Modelling excellent behavior leads to excellence
13. the element with the greatest flexibility will have the most influence
Procedure

1. Student are told that they’re going on “inner


grammatical experience”
2. Check that they understand vocabulary of the
experience
3. Student are asked to relax, close their eyes, and “go
inside”
4. Asked student to imagine an experience and feel it.
5. Ask the students to describe how they are feeling
now
Procedure

6. Ask them to say again the sentence that describes


the cause of the way they feel.
7. Put a large piece of paper on the wall. Have
students write how they feel underneath.
8. On other pieces of paper, write sentences such as:
I’ve painted a picture.
9. Ask students to stand in front of each sentence,
close their eyes, nad strongly imagine what they
have done in order to be saying that sentence now.
10. Students write on the paper how they feel now
about these sentence.
Procedure

11. Leave the paper on the wall as a reminder of the feeling


link to the grammatical structure.
12. Ask student to remember the things they in the last
lesson. Ask them to close their eyes and notice how they
are feeling now. Contrast the present feeling and the
previous feeling (using present perfect and simple
past).
13. Ask them to say their feeling from the last lesson
14. Discuss the comparison between the feelings
15. You can do similar exercises to exemplify any other
tenses using different tastes and sensory experiences
conclusion

 NLP is not a language teaching method. It does not


consist of a set of techniques for teaching language
based on theories and assumptions at at the levels of
an approach and design. Rather, it is humanistic
philosophy and set of beliefs and suggestions based
on popular psychology, designed to convince people
that they have the power to control their own and
other people’s lives for the better, and practical
prescriptions on how to do so.

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