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NEURO-LINGUISTIC PROGRAMMING: ITS POTENTIAL FOR LEARNING AND TEACHING SPEAKING Mannonova F.Sh. (Republic of Uzbekistan) Email: Mannonova542@scientifictext.ru
Mannonova Feruzabonu Sherali qizi - Teacher, DEPARTMENT OF INTEGRATED LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: in this paper we outline the nature of Neuro-linguistic Programming and explore its potential for speaking drills. The paper draws on current research by Mathison to illustrate the role of language and internal imagery in teacher-learner interactions, and speech way in learning. NLP is eclectic, drawing on models and strategies from a wide range of sources. We outline NLP's approach to teaching and learning, and explore applications through illustrative data from Mathison's study. A particular implication for the training of educators is that of attention to communication skills.
Keywords: speaking, Neuro-linguistic Programming, modeling, critical thinking, imagery.
НЕЙРО-ЛИНГВИСТИЧЕСКОЕ ПРОГРАММИРОВАНИЕ: ПОТЕНЦИАЛ ДЛЯ ПРЕПОДАВАНИЯ И ОБУЧЕНИЯ РЕЧИ Маннонова Ф.Ш. (Республика Узбекистан)
Маннонова Ферузабону Шерали кизи - преподаватель, кафедра интеграции языковых навыков,
Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в этой статье мы описываем природу нейро-лингвистического программирования и исследуем его потенциал для разговорных упражнений. В статье использованы текущие исследования Матисона, чтобы проиллюстрировать роль языка и внутренних образов во взаимодействиях учителя и ученика, а также речевого пути в обучении. НЛП является эклектичным, опираясь на модели и стратегии из самых разных источников. Мы обрисовываем подход НЛП к преподаванию и обучению и исследуем приложения с помощью иллюстративных данных из исследования Матисона. Ключевые слова: говорение, нейролингвистическое программирование, моделирование, критическое мышление, образность.
UDC 81-139
Introduction. Neuro-linguistic Programming (NLP) developed in the USA in the 1970's. It has achieved widespread popularity as a method for communication and personal development. The title, coined by the founders, Bandler and Grinder, refers to purported systematic, cybernetic links between a person's internal experience (neuro), their language (linguistic) and their patterns of behaviour (programming). In essence NLP is a form of modeling that offers potential for systematic and detailed understanding of people's subjective experience [1].
NLP seems to us to hold much potential for education at all levels, yet it also needs research and critical evaluation. Our broad intent is to help bridge the worlds of NLP and formal education. NLP has been defined in various ways, often in its promotional literature as (for example) 'the art of communication excellence', or 'the study of the structure of subjective experience' [5]. These definitions reflect a tension within NLP, in that it is both a technology for communication and personal development, and (as it claimed to be originally) a methodology or modeling process.
Methodology. NLP considers that verbal reports may be literal accounts of people's inner experience. Thus when a person describes what they can 'see in their mind's eye', NLP assumes that the person is experiencing internal visual imagery (which may be outside their awareness). Furthermore the
qualities and characteristics of that imagery are significant, and relate in systematic ways to other aspects of that person's experience (e.g. feelings, beliefs, behaviour and so on) [3].
Mathison designed a series of statements, each with intentional but subtle variations in wording, asking respondents to 'introspect' and report on how their responses were affected.
For example, one question explored the effects of changing the adjective 'wrong' to the adverb 'wrongly'. This deceptively simple pair of linguistic constructions only differed by two letters. Yet the two versions, the first using an adjective, the second using its adverbial form, did not fail to produce different responses. It was summed up by Kathleen, who said "wrong is so negative, it couldn't have been any worse, whereas wrongly means it was ... (pause) slightly wrong." She went on to reflect on her responses to the two types of wording [4].
Kathleen: I did it wrong... it's a black and white still picture, and I've no choice in the matter, and that's it, but I did it wrongly, slightly over here, (indicating the imagined location of the first picture) it's still to the right of the first picture, and.... I've a very unpleasant feeling about the first
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picture, I've an unpleasant K, but this one is not quite a strong, I still feel I have... there's a choice there... (pointing to the location of the second picture).
Kathleen: that I have a choice to improve, if I did it wrong then that's it. You know. (...) you did it wrongly gives me room to make it better. Wrongly notices some things that I've done wrongly so I can make that better, but with wrong I'm going to have to start all over again, I must have done a big boo boo.
Conclusion. In this paper we have described the nature and origins of NLP; outlined its theoretical base; considered its relationship to theories of learning and development, and its approach to teaching and learning; reported examples from a recent research study; and indicated criticisms that NLP may need to address if it is to become accepted as a theory and practice in the field of teaching and learning speaking.
References / Список литературы
1. Bateson G., 1979. Mind and Nature Glasgow: Fontana/Collins.
2. Craft A., 2001. 'Neuro-linguistic Programming and Learning Theory. The Curriculum Journal. Vol. 12. № 1. Pp. 125-136.
3. Jacobson S., 1994. «Neuro-Linguistic Programming». INFO-LINE. American Society for Training and Development. April. http://sidjacobson.com/institute/history.html/ (date of access: 12.9.2003).
4. Mathison J., 2003. «The Inner Life of Words: an investigation into language in teaching and learning». Doctoral thesis. Department of Educational Studies. University of Surrey.
5. Stanton H.E., 1994. «Suggestology and NLP: are there similarities?». Journal of Accelerative Learning and Teaching. Vol. 19. № 3. Pp. 241-256.
