Ashima Arora
Sanchi University of Buddhist – Indic Studies, India; https://orcid.org/0009-0007-5079-2738
Naveen K. Mehta
Sanchi University of Buddhist – Indic Studies, India; https://orcid.org/0000-0001-7197-4214
Simran Yadav
Sanchi University of Buddhist – Indic Studies, India; https://orcid.org/0009-0009-6620-6873
DOI: https://doi.org/10.36534/erlj.2024.01.05
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2024-1(11). LINK BETWEEN BELIEFS AND LANGUAGE, pp. 56-70.
Abstract
Neuro Linguistic Programming (NLP) is a fast-emerging set of tools and techniques for developing linguistic competencies among learners and teachers as well. NLP enables us to better understand the way our brain processes the words that we use and how that can impact our past, present and future. Learning second language offers high level of motivation and satisfaction to the learners. Similarly, teaching second language requires lots of planning and innovation in its application. In this context, NLP could be very helpful for teachers to improve their teaching skills, and similarly, it could facilitate learners to learn second language in a congenial environment. It could provide a roadmap for teachers to enhance the linguistic competence of their learners. On the other hand, it could enable the learners to identify their grey areas and provide solutions to work on their weaknesses. At this backdrop, the present paper attempts an exploratory study of teachers’ perspective on the applicability of Neuro Linguistic Programming in developing Language Skills at the High School Level.
Keywords: neuro linguistic programming (NLP), second language (l2), teachers, learners, classroom, LSRW skills
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