Keywords
How to Cite
Abstract
Foreign language educators employ a variety of techniques and resources to facilitate effective communication with their students. Recent advancements in the field of language instruction, particularly in the realm of Neuro-Linguistic Programming (NLP), have greatly contributed to our understanding of the communicative aspects of foreign language teaching and learning.
This paper delves into the integration of Neuro-Linguistic Programming (NLP) within the classroom environment to enhance educators' communication skills with their students. The primary focus of this study lies in the utilization of Neuro-Linguistic Programming (NLP) for foreign language acquisition, aiming to identify shortcomings and challenges associated with traditional language learning methods.
The adoption of Neuro-Linguistic Programming (NLP) in Foreign Language (FL) education holds significant promise, as it has demonstrated its effectiveness through the substantial progress witnessed in numerous countries where it has been applied. The paper defines the term Neuro-Linguistic Programming and it deals with its usage as an educational strategy for second language teachers.
References
Helm, D. J. (1990). Neuro-linguistic programming: Equality as to the distribution of learning modalities. Journal ofInstructional Psychology, 17(3), 159-160.
Herman, H., Shara, A. M., Silalahi, T. F., Sherly, S., & Julyanthry, J. (2022). Teachers’ Attitude towards MinimumCompetency Assessment at Sultan Agung Senior High School in Pematangsiantar, Indonesia. Journal of Curriculumand Teaching, 11(2), 01-14.
Kudliskis, V., & Burden, R. (2009). Applying ‘what works’ in psychology to enhancing examination success in schools:The potential contribution of NLP. Thinking Skills and Creativity, 4(3), 170-177.https://doi.org/10.1016/j.tsc.2009.09.002
Millroad, R. (2004). The role of NLP in teachers’ classroom discourse. ELT Journal, 58(1), 28-37.https://doi.org/10.1093/elt/58.1.28
Munthe, B., Herman., Arifin, A., Nugroho, B. S., & Fitriani, E. (2021). Online Student Attendance System Using Android.Journal of Physics: Conference Series. 1933 012048
O’Connor, J., & Seymour, J. (2002). Introducing Neuro-Linguistic Programming. Hammersmith. London: Element.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge UniversityPress. https://doi.org/10.1017/CBO9780511667305
Sharply, C. F. (1984). Predicate matching in NLP: A review of research on the preferred representational system. Journalof Counseling Psychology, 31(2), 238-248. https://doi.org/10.1037/0022-0167.31.2.238
Silalahi, D. E., Siallagan, H., Munthe, B., Herman, H., & Sihombing, P. S. R. (2022). Investigating Students’ Motivationtoward the Use of Zoom Meeting Application as English Learning Media During Covid-19 Pandemic. Journal ofCurriculum and Teaching, 11(5), 41-48. https://doi.org/10.5430/jct.v11n5p41
Tosey, P., & Mathison, J. (2003). Neuro-linguistic programming: Its potential for learning and teaching in formaleducation. Paper presented at the European Conference on Educational Research, University of Hamburg.
Tosey, P., Mathison, J., & Michelli, D. (2005). Mapping transformative learning: the potential of Neuro-LinguisticProgramming. Journal of Transformative Education, 3, 140-167. https://doi.org/10.1177/1541344604270233
Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education. Hamilton, MT: Mind Flight Publishing.
This work is licensed under a Creative Commons Attribution 4.0 International License.