Utilizing the Neurolinguistic Programming Technologies in Foreign languages Teaching Practice in Ukrainian Universities

Abstract

The research paper considers the main provisions of the new scientific direction of Neurolinguistic Programming (NLP); its fundamental goal is determined, which first of all includes optimizing the interactive interaction in practically all discursive genres of modern communicative space; the effectiveness of utilizing several NLP techniques in the Ukrainian educational segment is substantiated, first of all - in the process of teaching foreign languages, in particular English, given its international status and scientific potential. The main aim of the study is to review the relevant NLP techniques aimed at optimizing the teacher’s professional skills, and hence the effectiveness of the learning process as a whole. Such techniques include predicate, meta- and Milton-model personal identification, as well as spelling. The significance of the study is determined by the fact that this set of neurolinguistic techniques will be extremely useful both in creating comfortable communicative learning conditions as the basis of its effectiveness and inactivating the students’ psychocognitive abilities and increasing their professional competence level. The main question of the research paper is how to generally contribute to educational process optimization, mainly, in teaching foreign languages in the Ukrainian-speaking environment. In the study, both general scientific research tools (descriptive method, analysis, synthesis, observation) and special experimental methods (recording and comparing the results of applied NLP techniques, surveys, evaluations) are utilized. The main findings of the research allowed to determine the students’ individual neurophysiological mechanisms (representative priorities) in the process of educational data perception; to identify cases of the students’ deviant behavior through the reconstruction of their verbal and nonverbal behavior and adjust the communicative background to create a comfortable learning environment; to apply the elements of correct suggestibility to strengthen the students’ cognitive activity, and the naturalization of teaching data; to enhance the processes of memorization, effective assimilation and competent reproduction of new data through the directed activation of representative systems (visual, audible, kinesthetic) and the corresponding submodalities.

Здобутки Нейролінгвістичного Програмування В Аспекті Викладання Української Мови Як Іноземної

“…Частина «лінгвістична» передбачає систематизований підхід до визначення ролі мови в процесі мислення та комунікації, який орієнтує на необхідність урахування власне мовної реалізації як матеріальних виявів нейрофізіологічних та психоемоційних настанов індивідуума. Частина «програмування» фіксує можливість програмування індивідуальних когнітивних карт -моделей поведінки, а також можливість програмувати поведінку, смаки, настанови іншої особи/осіб через усвідомлене конструювання комунікативного повідомлення на вербальному, невербальному та загальносеміотичному рівнях [1].…”

Neurolinguosemiotics of Trailer Lexis as the Application of Metacognitive Strategies for Training Philologists

“…interior ones); in the second case the exterior level is actualized be trailers (relates to ektocomponents, i.e., exterior ones). Recognizing trailers as ektocomponents of cinema discourse is stipulated by the available sense and function correlations with the notion "advertisement", its target praxis is concentrated in the formula AIDA, where "A is Attention (attracting the attention), I is Interest (exciting the interest), D is Desire (promoting the desire), A is Action (motivating to the action)" [2]. It is quite logical that the relations of the so-called approximate contiguity are set between the notions "a trailer text" and "an advertising text".…”

“…in the trailer to the film "Believing, waiting for, praying": He could only say "Mum" and that's all No contact -any more". Therefore the witness's monologue signs, are often symbols, because they are rather "conventional" [12], though as T. Kovalevs'ka notes they express the evident disagreement "with trying to comply with elementary language correctness" [2]. 4) the announcers monologue signs which are used in catchwords / utterances of the announcer who is reading the text (See catchwords 3, 7, 16).…”

“…The metaprogram, as T. Kovalevs'ka states is "a particular power field", which concentrates the conceptual information about the cognitive and systematic orientation of the person, his / her reality segmentation and dominant coding / decoding of relevant sense units" [2]. Neurolinguistic programming is known to differentiate a number of metaprograms, their names differing in different researches, e.g.…”