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NEURO-LINGUISTIC PROGRAMMING AND ITS IMPLICATIONS FOR ENGLISH
LANGUAGE LEARNERS
Hudayberdieva Laziza Sanjarovna
Andijan State Medical Institute
Department of Foreign Languages
Candidate of Philological Sciences, Associate Professor
Abstract:
This article talks about clinical linguistics and its role in the study of language
disorders, the brain mechanisms of speech activity and those changes in speech processes that
occur with local brain lesions.
Key words
: clinical linguistics, language, communication, language disorders.
В данной статье говорится о клинической лингвистике и ее роли в изучении языковых
нарушений, мозговых механизмов речевой деятельности и тех изменений речевых
процессов, которые возникают при локальных поражениях головного мозга.
Ключевые слова:
клиническая лингивистика, язык, коммуникация, языковые нарушения.
Neuro-linguistic programming is a new field, concerned with people’s patterns of
behavior and communication. Patterns include not only observable actions in the world but also
the thinking processes and the organization of people’s states-of-mind as well as their emotions
and how well all senses are used to reach a point of attention or concentration. Since its focus is
on cresting models of human’s excellence, many applications of NLP have been developed.
Moreover, NLP diffusion across the globe has been highly documented where leaders and
consultants in businesses have turned to the creative and innovative aspects of NLP for
inspiration in organizational development, total quality management, team building and strategic
planning. However, although there is a strong div of knowledge documenting NLP across the
western hemisphere, much less known about the Arab world in this respect. The aim of this
paper is twofold: to assess NLP patterns and behaviors as practiced by a sample of UAE
employees and managed in order to shed light on current practices in the UAE workplace and to
assess the impact of NLP on respondent’s behavior and its consequences on the organizations’
objectives. Accordingly, a quantitative analysis is applied using a survey questionnaire.
Employees and managers from different areas and work environments constitute the sample
population. Outcomes of the research are expected to define the workplace environment by
defining the dynamics of UAE employees and managers that are believed to play a significant
role in contributing to the assessment of the organization’s health.
Neuro-linguistic programming (NLP) is concerned with how top people in different fields
obtain outstanding results, and how their successful thinking patterns and behavior can be copied.
It is concerned with what happening when people think, and the effect of their thinking on their
behavior, and the behavior of others. NLP teaches how to communicate, inwardly and outwardly,
in a way that can make a difference between mediocrity and excellence, between just existing
and really living. NLP is both an art and a science of personal excellence. It is an art, because the
way that one thinks and acts is unique to each person, and any description - especially of feelings,
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attitudes and beliefs - is bound to be highly subjective. It is also a science because it incorporates
well researched methods that can be used to identify the patterns of successful behavior.
Being an energizing science, NLP is now applied in different areas in the world, namely
the major three continents: Britain, America and Australia. NLP was looked at to be one way to
treat people with disorders, phobias or other mental problems, but eventually it developed to be a
science that is applied in different areas, starting with someone’s personal life and reaching the
corporate life of any organization. Based on that, and considering the progressive UAE business
market, this research will provide a general overview of the NLP concept and practices, while
shedding light on the current status of NLP awareness in the UAE area, taking Dubai as the main
area of research as it mainly includes the largest number of internationally known companies and
corporations, in addition to the workforce formed of foreigners from different continents.
Neuro-linguistic programming is believed to be an influential tool that affects the
personal and educational life of the learners. It has the potential to improve the quality, develop
positive attitudes, provide support to resolve the psychological complications, help to make
better decisions, establish effective communication, and foster language learning. As it is
emphasized by Garca Tamayo, language learners can use NLP as a psychotherapeutic technique
to improve their performance and taka a step towards achievement. One of the main implications
of neuro-linguistic programming is its assistance in the field of English language learning.
Moharamkhani, Karimi and Ahmadi have investigated the effect of neuro-linguistic
programming on vocabulary by learning and after 12 sessions of treatment by swish pattern
which is one of the NLP strategies, they have concluded that it has a significant effect of English
language learners with different learning styles, consequently, it can be a good choice for English
classes. According to the originator of NLP, Bandler and Grinder, swishing is a process by which
the pattern of thought which the pattern of thought which leads to undesirable behavior is
destroyed in order to be replaced by another favorable behavior. The originators claim that this
process necessitates the visualizing a cue which is related to that undesirable behavior. The
swish pattern gives a new direction to the brain and the behavior goes after the same direction, so
the new wanted behavior is shaped. In this study, the researcher has used swishing elements such
as strategy introduction, practice, and feedback and followed these steps: context identification,
cue identification, drawing the cue picture, and finally, swishing and testing. As an example,
when the teacher wants to teach the word “habit” to the students, he or she asks students to
imagine hands of the smoker while smoking cigarettes and doing the bad habit. Then the students
are asked to repeat the words ‘habit’ and ‘bad habit’. Then learners should change their mental
picture from a smoker to a healthy guy and say the word ‘habit’ repeatedly. Students are asked to
talk about some good and some bad habits they have, and make different sentences with the
word ‘habit’. In this manner, learners have visualized a specific outcome of a certain situation
which leads to a bad habit and should be avoided. The repetitions and visualizations are
continued at home after each session and they are discussed in the next session. After examining
the results of the posttest, the researcher concludes that the NLP is satisfactory and it can be a
very good strategy for vocabulary learning.
Neuro-linguistic programming is based on neurology and communication. it is based on the
view that human beings have different learning styles and perceptual preferences which should
be taken into account by language teachers. In the process of language learning, learners use
their five senses which are called representational systems. They include auditory (for listening
or hearing something), visual (for looking and seeing), olfactory (for smelling), gustatory (for
tasting), and kinesthetic (to feel internally and externally). One of the responsibilities of NLP
teacher is recognizing these features and deciding on optimal teaching solutions.
Based on Pishgaman and Shayesteh, when language teachers pay more attention to these
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differences and provide more effective external and internal language atmosphere and apply
sensory reach language, they assist language learners to learn in a more productive and easy
way[9.3]. More variety in teaching is also another consequence of NLP application in language
instruction. It is believed that there is a lead system that should be recognized by the teachers and
learners to improve language learning effectiveness. Practitioners claim that language teachers
are able to affect the way materials are used by the learners but they cannot affect the way
learners store them. What is clear that learners who are aware of their lead system can use
expressions in English consciously which are more in harmony with the way they process and
store the input. In order to identify the preferred learning style, practitioners suggest more
questionnaires which can be used by teachers and learners.
According to Winch eye movement and learner’s traits and behaviors (including their
verbal and non-verbal communication) are the clues delivered unconsciously and should be taken
into account in order to recognize the learner’s tendencies. Eye movement is a sign which reveals
the way person processes information. Looking right, left, or up is a sign of visual processing
while looking either side or down is the indicator of kinesthetic processing, and looking to either
side means an auditory style of processing information.
Many scientists and linguists worked and still working in this field of language and there are
many successful achievements. For example, Albert Mehrabian, professor Emeritus of
Psychology at the University of California, Los Angeles is best known for his publications on the
relative importance of verbal and nonverbal messages. His findings on inconsistent messages of
feelings and attitudes “the 7%-38%-55% Rule” are well-known which are the percentages
relating to relative impact of words, tone of voice and div language while speaking. According
to Albert Mehrabian’s communication model “7-38-55”, only 7% of communication takes place
through the words. 38% is made up by tone and voice and 55% of communication takes place
through the div language we use. His work was mainly focused on simplification of our
communication and he claimed that it is extremely easy with paralinguistic features [1, 8]. As an
example, with the help of kinesics - div language, haptics - touch, proxemics - space distancing,
paralanguage - vocalic, sign language - audio/visual and chronemics it is super easy to have the
conversation we want. Actually, we very often use them in our daily speech but do not pay
special attention. In most cases, while talking with someone we do some actions unintentionally
and never recognize it. Yet the people looking at us and listening understand it automatically.
This is the paralanguage.
Theoretically, the pitch of the voice often sends vital information and it is also considered as
paralinguistic feature. According to psychology, speaking very slowly means being excited,
speaking loud sends information about tiredness, quick speech symbolizes the feeling of nervous,
speaking very slowly and carefully means fright and speaking hesitantly means you are angry.
All the mentioned are vocal paralinguistic features. The actions such as smiling, rising our
eyebrows, frowning are also forms of information and are called div paralinguistic features.
Crossing out arms, scratching our hands (indicates confusion or lack of understanding) are types
of gestures.
It is important to mention that 93 percent of communication’s effectiveness is determined by
div language. Because non-verbal messages communicate with the help of emotions and it is
hard to hide and consciously control them. So they are accurate indicators of how people feel.
R E F E R A N C E S
1. Howard, S.J. (1993). Articulatory constraints on a phonological system: A case study of cleft
palate speech. ClinicalLinguistics&Phonetics, 7, 299-317
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2.Goodglass, H., Kaplan, E., & Barresi, B. (2001). Boston Diagnostic Aphasia Examination (3rd
ed.), Baltimore, MD: Lippincott Williams & Wilkins.
3.Honbolygó, F., Csépe, V., Fekésházy, A., Emri, M., Márián, T., Sárközy, G., & Kálmánchey,
R. (2006). Converging evidences on language impairment in LandauKleffner syndrome revealed
by behavioral and brain activity measures: A case study. Clinical Neurophysiology, 117, 295-
305.
4.Howard, S.J. (1993). Articulatory constraints on a phonological system: A case study of cleft
palate speech. Clinical Linguistics & Phonetics, 7, 299-317.
5.Marshall, J., Pring, T., Chiat, S., & Robson, J. (2001). When ottoman is easier than chair: An
inverse frequency effect in jargon aphasia. Cortex, 37, 33-53.
6.Moore, M.E. (2001). Third person pronoun errors by children with and without language
impairment. Journal of Communication Disorders, 34, 207-228
7.Redmond, S. M., & Rice, M. L. (2001). Detection of irregular verb violations by children with
and without SLI. Journal of Speech, Language, and Hearing Research, 44, 655-669.
8.Robson, J., Pring, T., Marshall, J., & Chiat, S. (2003). Phoneme frequency effects in jargon
aphasia: A phonological investigation of nonword errors. Brain and Language, 85, 109-124.
