X Международная студенческая научная конференция Студенческий научный форум - 2018

Introduction

For a long time, linguists have attached the importance of language in the formation of national identities. In the time of rapid cultural, scientific, economic and geopolitical changes occurring in the modern world such concepts as “language and society”, “the language identity”, “the link between reactionary mind and acquisition of language”, undoubtedly, are among the major linguistic, psycholinguistic, sociolinguistic and pedagogical problems. It can be explained by its’ proliferating readability among linguist in the phenomenon of nervous system and language identity.

The process of language learning is characterized by the fact that it doesn't only create foreign–language skills and abilities, but it also can exert the direct impact on formation of the personality. In this regard the problem of an effective nurture of a foreign language has acquired new priorities and shades. The complexity of development and functioning of the modern language education (education in the field of all modern non–native languages and cultures) have to demonstrate new requirements. Therefore, teacher should not only use innovative technologies of training, but also understand the entity of regularities which are lying at the heart of the learning to see their sources and perspectives of development. The reformation of education in XXI century focuses on the competence, independence of students, creative initiative, and development of the personality, competitiveness and mobility. That in turn, demands improvement in quality of training the future experts in the system of higher education.

The functions of the teacher in the educative process have changed significantly. The role of teacher has changed from teacher-mentor and dictator to teacher-observer, teacher-facilitator and leader [6]. Thus, the more alternative methodical decisions will be made, the search of new ways of improvement of quality and efficiency of foreign language education will be indicated. In order to achieve the objective requires the involvement of all perception channels of the student which are responsible for the psycho–emotional activity helping to fix new data in subconsciousness is needed. Thus, we are laying the bridge over the problems of the educational process from teaching methods to neuro–linguistic programming. Although, we can say that the two banks through the distance are smoothly connected together, because NLP is an important part, if not the main tool of pedagogical activity.

Theoretical bases of using techniques of neuro-linguistic programming in training

In order to ensure the mechanisms of self–development of every student, a teacher can take in advantage of previous empirical and theoretical experience, which is fully reflected in the direction of applied psychology, called neuro–linguistic programming (NLP). NLP today has already shown its effectiveness in many respects and has penetrated almost all spheres of life, and has begun to introduce itself into the education system. Taking into account the broadest possibilities of NLP, it is necessary to adapt NLP in the learning process, transfer it into the system of techniques achievable by the majority of teachers, as well as experimental confirmation of its effectiveness.

Collaborative work on the creation of neuro–linguistic programming was initiated in the late 1960s by a group of specialists from the University of California: Richard Bendler, John Grinder and Frank Pucelik. The NLP system was developed to answer the question why certain therapists effectively interact with their clients. Instead of investigating the issue from the point of view of psychotherapeutic theory, Bendler and Grinder turned to the analysis of methods and techniques used by these psychotherapists by observing the progress of their work. Then the scientists grouped the studied methods into different categories and presented them in the form of general models of interpersonal relations and people's influence on each other. So, that’s how this program was introduced to the world. [9]

A neuro–linguistic programming (NLP) is a kind of methodology related to the study of the structure of a person's subjective experience, his behavioural patterns, which are created due to the interaction of neurons of the brain, language and body. The interaction of these three components determines whether the result of an individual's activity will be effective, environmentally friendly or ineffective and will lead to negative results. Within the framework of NLP, a set of principles and special tools are needed to analyze and recognize key patterns of values, behavioural and thought strategies that can be applied to practical applications. NLP allows you to look inside the behavioural context of an individual, determine the incentives that govern his behaviour, and explore the system of thinking that allows a person to act effectively [3].

This science develops practical recommendations based on the study of psychological processes and human states, their external manifestations (gestures, facial expressions, intonation of pronunciation, voice timbre, etc.) combined with the content of speaker. Thus, NLP is an area of practical psychology that studies the structure of subjective experience of people, which develops the language of its description, reveals the mechanisms and methods of modelling experience in order to improve and transfer identified models to others.

NLP combines three components – neuro, lingua and programming. Neuro refers to the nervous system. According to NLP, all cognitive processes (thinking, imagination, memory, etc.) are the result of the work of programs performed by the individual's nervous system. The human experience is a synthesis of the information we receive, and the processes of processing this information occurring in the nervous system [2].

A lingua or language is a product of the nervous system. However, language has a response to the nervous system, as it stimulates and shapes its activity. Language is one of the main stimuli of the response activity of the nervous system of other people [7].

Programming is associated with the action of neuro–linguistic programs. The individual interacts with the outside world through internal programming. A person reacts to problems and sets goals, depending on the type of programs or strategies that he has learned. These programs and strategies may differ in their degree of effectiveness, which determines the final result at the output.

In order to achieve an effective result, it is important to know about the peculiarities of various ways of perceiving information (visual, kinaesthetic, internal dialogue, etc.), strategies used to process the received information and to gain access to the collected information from various perceptual systems.

Models and basic strategies of neuro-linguistic programming

NLP studies the structure of how people think and perceive the world. The essence of NLP is the coordination of individual subjective experience of a person with his external behaviour. This reveals the potential of its use in personality–oriented learning (POL). NLP, adapted in the learning process allows increasing the effectiveness of training, helps to enrich the subjective experience of students and also to simulate their behaviour, which contributes to the development of students' accountability and personal maturity [11].

In the educational process, NLP allows students to analyze the usage of internal and external channels of perception in relation to learning strategies, to introduce features of the synthesis of perception in the educational process, which contributes the understanding of linguistic processes related to the perception of syntax and semantics, internal reaction to uncertainty, logical levels, negation and metaphor [8]. NLP technologies make it possible to explore the limits and peculiarities of memory work, the specifics of memory strategies, and also to understand how the creative aspect affects the perception of information and how to use imagination and dreaming that induce the strategies and abilities of the individual for the productive achievement of educational goals. NLP–technologies, in addition, allow predicting and finding alternatives of individual behaviour and describe already identified behaviours. This makes it possible to apply both the personality–oriented approach in the educational process, and to make group programs with the definite target, age audience and groups with different cognitive abilities.

According to the belief system of NLP, a person cannot know the reality. Success and effectiveness does not result from the fact that there is some correct map of the world, but it happens because of the individual's goal and his desire to create the most effective map that reflects the systematic essence, nature and ecology of ourselves and the world in which we exist. The greatest result is achieved by those individuals who have managed to create such world map that allows them to comprehend the greatest number of possible elections and prospects. NLP technologies help to expand the set of choices that an individual has and that he perceives as possible. Efficiency is achieved when a person has a choice and multiple perspectives. [5]

The basis of NLP techniques is the recognition, use and change of patterns of thought processes that affect the behaviour of an individual. The transformation of patterns contributes to the improvement of the quality and efficiency of mental processes [15]. According to the theory of NLP, the human brain is like a computer, it carries out programs, or mental strategies, which are series of instructions or internal images. Some programs work better than others in achieving certain goals. In other words, the program used directly determines whether the operation or action is effective. NLP defines the programming language of the brain as the five senses (memorization, motivation, training, etc.) can be reduced to a detailed ordered sequence or combination of sensory representations (visual, auditory, kinaesthetic, olfactory or taste) [1]. It should be noted that it is the structure of the program, as well as the detailed information about what is being processed, that determines its effectiveness.

The effectiveness of mental programs is largely determined by the physiological state of a person. Emotional state, level of excitement, susceptibility, fatigue, etc. determine the degree of performance of the given program. Thought processes are also accompanied by physiological processes, which are referred to as "access keys", perform the function of anchors, launch special neurological processes and form an individual strategy. Some access keys are genetically innate; others can be studied and developed [14]. The pattern of physiological markers that accompany thought processes creates two important advantages. First, they allow, through observation and analysis, to create a map of a characteristic cognitive sequence even in the case when the thought process has become so familiar that a person does not realize the whole sequence of steps. Secondly, they provide a physical base to anchor, fine–tune and set up individual thought processes. From all that has been said above, it can be concluded that the goal of the NLP technique is access and influence on neurological programs, behavioural access keys and physiological states of the individual, so that the individual can more effectively act in the most efficient way. Now we will consider how NLP technologies can be applied to the educational process, in particular, to one of its aspects – the motivational component of learning.

Complex application of techniques of neuro-linguistic programming as the means of person-oriented training

Considering the process of studying at the University, in particular, the peculiarities of teaching technical disciplines in the context of NLP, it is necessary to note two main ways of working with information, which is advisable to rely on the learning process: access to information stored in memory and information processing [14]. The peculiarities of this work are individual and determined by the system of representations or modality by which each person perceives the world in its own way. The system of representations is conditioned by the sensory dominant of the person, i.e. which of the five senses – sight, hearing, touch, taste or smell – is the leading process of perceiving the world. According to NLP, a person obtains, encodes and stores information using four basic presentation systems:

Visual – in the form of images (dominated vision);

Audio – in the form of sounds and words (dominated by hearing);

Kinaesthetic – (dominated by motor experience);

Multi–track – (mainly generalized ideas, thought processes).

According to P. P. Blonsky we can present these types of memory: "Motor memory or memory-habit, shape memory or memory-imagination, memory or logical memory-story" [13]. The knowledge of what system of ideas is dominated by a particular student allows teacher to better organize the flow of information and facilitates the process of remembering new information (which is especially important in teaching, where the greatest difficulty for students is often memorizing). And also to eliminate barriers of obtaining new information, which are often associated with “inconsistency” of the method of work chosen by teacher and the leading modality of the student [7].

The personal-oriented method of teaching demonstrates us that each type of personality has its own successful strategies for the study of the subject. In the study of the subject teacher should: 1) identify students with a tendency of mastering the educational material in different ways; 2) offer different (for each type of students – their own) tasks; 3) affect all channels of perception and processing of information; 4) expand the methods of solving educational problems by students [10].

Consequently, each student needs its own presentation of new knowledge. Thus, students with a predominant visual channel of information perception (visualizations) read a lot and as a result get a greater understanding of the nature and structure of the educational material [4]. They better perceive new material when it is written in a book, presented on a board or represented schematically. The visuals are better with written tasks and tests than those who repeat the text orally. Auditory learners perceive the lyrics by ear, more willing to listen to lectures. Motor students better assimilate the material when they can use it in role play.

V. V. Novikov thinks that most learners prefer a distinctive visual system of ideas. Thus, recognizing the student's modality, teacher should bear in mind that this student perceives and remembers information with the help of images, mental pictures, and, therefore, attempts to attract his attention with the help of sounds are turned out to be a failure [13]. Therefore, teacher has to introduce the data with visual AIDS, illustrations, etc. In addition, it should be noted that this student can have significant difficulties in performing tasks, where the implementation requires the use of only auditory perception channel. To facilitate such kind of task, teacher can provide him with at least minimal visual accompaniment to the information offered for perception by ear.

Furthermore, it is possible to increase the value of learning by overcoming the key beliefs associated with lack of motivation. This requires, first, to select one of these core beliefs that hinder learning; second, to identify the key criteria that prevent the effective implementation of the strategy; thirdly, to find this type of activity in which this criterion is overcome; fourth, to perform, what values are included in this process and make it automatically motivated. Further, it is necessary to link these values with learning [12]. This strategy of motivation enhancement creates added value and the training is associated with great values. In other words, behavioural flexibility needs to be improved to overcome key beliefs. In order to increase the motivational component, it is also necessary to create a rich context, which determines the necessity of mastering the skill or the beginning of a particular activity.

The authors of neuro-linguistic programming, when creating this science, proceeded from the idea that all the internal processes of the experience gained by a person are reflected in speech and linguistic structures. Therefore, the main task of modern education is to use NLP techniques to form skills of information visualization, its memorization, for further reproduction in speech.

Conclusion

The end of XX century can be characterised with changes in methods of teaching foreign languages. Previously, all priorities were given to grammar, mechanical mastery of vocabulary, reading and literary translation. Modern education is constantly being hard up for an innovation and many teachers have already thought about such question as the improvement of teaching methods used in tertiary education. Nowadays, there are techniques and models of lessons that can effectively affect the quality of learning new information. And all of them, one way or another, are associated with neuro-linguistic programming. In the construction of the educational process it is important to take into account the features of individual thinking processes, phenomena and effects of perception, the impact of the emotional background and the structure of the subjective experience of the student. According to these factors a teacher can create a positive emotional background for the perception of information, to form effective strategies, to overcome beliefs by creating a system of supporting beliefs, which as a result will turn motivation into a system that will anchor in the consciousness of the individual. The teacher should use the methods which is suitable for a student or for a group of students. The use of methods and means of NLP in education significantly expands the methodical work of the teacher and contributes to the effectiveness of his professional activities. All of the above with regard to the neuro-linguistic programming method of teaching a foreign language allows us to state that the subject of training in this case is critical thinking and consciousness activity in a foreign language.

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