In the world we live in, education is praised as a base for training and nurturing future generations and teaching is considered as a valuable profession through which future generations are flourished. The main components of each educational system must work well in order to create a successful system and achieve the desired results. Teachers are considered as one of the key determinant factors and active decision-makers of any educational system. Learners are also taken into account as one of the main elements of the system who are instructed to reach some educational goals. Neuro-linguistic programming (NLP), with high potential for English teaching and learning, is regarded as a supplementary technique which helps the teachers to develop outstanding skills like critical thinking, self-efficacy, and rapport which are necessary to bring on success and achievement to the education and to support learners to achieve excellence in their performance. The article first presents a brief history and definition of NLP. Then it is followed by some information about the main pillars of neuro-linguistic programming. The discussion then turns to understanding some of the implications of NLP for English language teachers and learners and its potential for educational success.
Exposure to a syntactic structure influences the way we process a similar syntactic structure in language production and comprehension in what has been called ‘syntactic priming’. Syntactic priming is a robust phenomenon which can be observed in spoken and written production, with a range of syntactic constructions in laboratory tasks and naturally occurring samples of speech, in many languages, and also across languages within the same speaker. It has been used as a vehicle for exploring language production, language comprehension, and the relationship between them. Research in syntactic priming has made it the dominant means of investigating the processes involved in language production and comprehension. Some researchers propose that there are distinct mechanisms underlying the production and comprehension of syntactic structures; however, other researchers suggest that the same mechanisms underlie syntactic priming in production and comprehension. Thus, the mechanisms underlying syntactic priming effects in production and comprehension are still under debate. Moreover, although a fairly large body of research has addressed syntactic priming in production or in comprehension, there are few studies that consider and compare priming effects in both of these modalities. Therefore, the current study reviews the literature on syntactic priming in production and contrasts these findings to those in comprehension. It also provides an overview of syntactic priming effects and mechanisms underlying these effects in both production and comprehension.
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