The Cause Of NLP In The English Classroom

NLP (Neuro Linguistic Programming) has been around in language teaching in all over the world to realize in the field of ELT. Only specific English teachers who have incorporate the elements of NLP rapport way of using community language learning, music, drama and body language into their lessons effectively. • The cause of NLP

• NLP and language learning

• NLP in English classrooms

• Conclusion The cause of NLP

NLP, roots in to psychology and neurology, is the process how the way the brain works and how the brain can be excellence for the purpose of betterment. It encompasses or is related to 'left / right brain' functions, 'visual / auditory / kinesthetic' learning styles, multiple intelligence and other areas of research which are attempting

NLP has been labelled a 'quasi science' and criticized on the grounds of lack of empirical studies, but there are sound reasons why NLP is compatible with current classroom practice.

• NLP is about recognizing patterns.

• NLP is concerned with process rather than content.

• NLP provides a model of how we communicate with ourselves and others. NLP and language learning

The NLP model explains how we process information which comes to us from the outside and is based on the work of Richard Bandler and John Grinder, who initially recognized the importance of eye contact and movement in identifying emotional states and how (rather than what) individuals think.

In NLP, information arrives via the senses, and 'six modalities' are identified as ways that different individuals perceive the messages. These modalities are:

• Visual Remembered

• Visual Constructed

• Auditory

As externalities arrive, our perception of these is modified by three major elements - deletion, distortion and generalization. These processes are instantly recognizable in language learners:

• Deletion

There is too much information for the learner to handle. Learners delete or omit some information in order to make input manageable. From the teacher's point of view, we have already learnt not to present too much new language at once, and the principle of 'less is more'.

• Distortion

Language learners will distort information into forms which are understandable and learnable. This process is both negative, in that it produces errors and misunderstandings, and positive in that it contributes to learnability and motivation.

• Generalization

This is one of the ways that we learn, by taking the information we have and drawing broad conclusions. At its worst, over-generalization occurs, causing misuse of rules and poorly formed