1. NEUROLINGUISTIC PROGRAMMING

2. Richard BANDLER John GRINDLER In the mid 1970’s as an alternative form of therapy

3. They focused on  How people influence each other  How successful communicators achieved their success

4. NLP is, * a collection of - techniques - patterns - strategies for assisting effective communication and learning. * based on the assumptions about - how mind works - how people act and interact ( Revell& Norman 1997:14 )

5. It refers to attitudes  To life  To people  To self-discovery and awareness

6. APPROACH: THEORY OF LANGUAGE AND LEARNING * Nlp has no relationship with the sciene of neurolinguistics and behaviourist theories of learning.

7. * Neuro > the brain and its functions * Linguistic > a theory of communication * Programming > achieving some behaviouring and thinking abilities. * Programming and deprogramming clients’ behaviours is similar to computer programming.

9. * Modelling > finding successful models in order to be successful. * Values, beliefs, emotions, and experiences can also be modelled. *** Explanation of Revell and Norman for the name Nlp: * Neuro > the relationship between our five senses and our neurological process.

10. * Linguistic part of nlp is about the language we use when we shape or reflect our experiences of the world. * At the programming stage, we try to discover new methods for thinking, speaking, and acting in a better way.

12. DESIGN, OBJECTIVES,SYLLABUS,LEARNING ACTIVITIES, ROLES OF LEARNERS, TEACHERS, AND MATERIALS 1.OUTCOMES: GOALS OR ENDS; “KNOWING WHAT YOU WANT”

13. 2. RAPPORT: A FACTOR FOR EFFECTIVE COMMUNICATION ;  Maximizing similarities  Minimizing differences AS AN EXPRESSION: “ ESTABLISH RAPPORT WITH YOURSELF AND THEN WITH OTHERS”

14. 3. SENSORY ACUITY: CONSCIOUSLY AND NON-VERBALLY AWARENESS OF COMMUNICATION “USE YOUR SENSES”

15. 4.FLEXIBILITY: TRYING DIFFERENT WAYS USING VARIOUS SKILLS TO REACH YOUR GOAL “KEEP CHANGING WHAT YOU DO UNTIL YOU GET WHAT YOU WANT”

16. PRINCIPLES THAT GUIDE APPLICATION OF NLP IN LANGUAGE TEACHING ACCORDING TO REVELL AND NORMAN TEACHERS’ ROLE AS A MODEL The principles as the part of the belief system of the teacher, the model teacher 1. Map is not the territory

17. 2.Map becomes territory: what you believe to be true either is true or becomes true.

18. 3.Life and mind as systematic processes 4.There is no failure, only feedback….and renewed opportunity for success. 5.Knowing what you want helps you get it. 6.The resources we need are within us 7.Communication is nonverbal as well as verbal 8.Nonconscious mind is benevolent 9.Nonconscious and conscious communication 10.All behaviour has a positive intention

19. 11.The meaning of our communication is the response we get. 12.Modeling excellent behaviour leads to excellence. 13.The most flexible element is the most influent one in this system

20. What makes NLP language teachers different from others?

21. The application of the principles in their teaching such as: -the need for rapport as one of the four key principles -the tenth principle “All behaviour has a positive intention”

22. Students’ Roles  LEARNERS  DOERS  TEACHERS

23. LEARNING ACTIVITIES AND MATERIALS 1. Auditory -storytelling,listening to cassettes,oral explanations and song&music etc. 2. Kinaesthetic -mime,drama,roleplay,flashcard,notetaking 3. Visual -graphs,pictures,videos and hightlighting with different colors.

25. PROCEDURE

28. COW

29. FISH

30. ELEPHANT

31. CHICKEN

32. THERE IS THERE ARE singular plural or countable nouns uncountable nouns

33. VAR / NE VAR / NEREDE VAR There is milk in the bottle

34. ŞİŞEDE SÜT VAR 1 2 3 There is milk in the bottle 3 2 1

35. Ben şimdi süt içiyorum. 1 2 3 I am drinking milk now. 3 2 1

36. In conclusion: NLP * cannot be regarded as a teaching method. * helps people feel more confident. * is more effective on creating positive expectations, bonding, etc.

37. * benefits from communicative or humanistic repertoire. * is both teacher and learner centered.

38. Criticism of NLP * not based on the scientific method. * a lack of empirical research or evidence. * a half-baked conflation of pop psychology and pseudo-science. * ineffective, ethically questionable, pseudo-scientific, full of unwarranted claims.

39. Thanks for lending us your ears today