读书笔记 NLP (Neuro Linguistic Programming, 神经语言学编程) (中学英语教学论文)
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读书笔记
NLP (Neuro Linguistic Programming, 神经语言学编程)
钱慧蛟
NLP (Neuro Linguistic Programming, 神经语言学编程) 在语言学中存在的时间比我们意识到的时间要长。 如果教师把心理暗示法（suggestopedia），社区语言学习法（community language learning），音乐，戏剧和肢体语言（body language）与他们的授课结合起来，他就已经在授课中引用了NLP教学法了。 而这种提法在20年前才出现的。
NLP的起源The roots of NLP
 NLP 和语言的学习NLP and language learning
 NLP在教室NLP in the classroom
 结论Conclusion
NLP的起源（The roots of NLP）
NLP， 它起源于心理学和神经学，是关于大脑工作的方式和如何为改进其功能而进行大脑的训练。 它包含了“左右脑”的功能， “视觉/听觉/全身反应”学习法，多元智能和其他研究领域。并与它们有很大的关系。 这些研究项目正在致力于识别学习者学习的模式并找出单个学习者作为个体的重要性。
许多人对NLP和相关的学科持怀疑态度，尤其在关于大班教学中的可行性方面和NLP作为一种自我提高的方法如何在商业方面的运做方面。NLP常常被认为是一种“伪科学”。 而且被批评为缺少实际应用经验。但是NLP为什么能与现代教育教学实践相容的原因已经有了非常多的证据了。
• NLP is about recognising patterns. NLP 是有关认知能力模式的科学。
• NLP is concerned with process rather than content. NLP 与过程有关而不是内容。
• NLP provides a model of how we communicate with ourselves and others. NLP 为我们与自己和其他人交流提供了模式。
NLP和语言学习（NLP and language learning）
NLP 模式解释了我们如何对外部世界为我们提供的信息进行处理。 NLP基于Richard Bandler and John Grinder的研究成果，这两位科学家首先认识到交际中目光的接触，识别情感状态的运动和个人的思维方式（而不是思维的内容）的重要性。
在NLP过程中， 信息是通过感觉得到。并且， 科学家们认为“六感”是不同的人感知信息的方式。这六感是：
o Visual Remembered视觉记忆
o Visual Constructed 视觉构建
o Auditory Remembered听觉记忆
o Auditory Digital听觉编码
o Kinesthetic全身反应
以上六感清楚地组成了我们现在所知的“'VAK”- 视觉型学习者，听觉型学习者和全身反应型学习者的各个类型以及在教室里迎合不同的学习方式的需要。
当外部效应达到时， 我们对于这些学习方式的感知受三个因素的影响-删除，变形，和概括整合（deletion, distortion and generalisation.）。 这些过程在语言学习者身上很容易辨别出来。
• 删除（Deletion）
对于学习者来说，他们要处理的信息太多了。 学习者删除或略过一些信息以便使他们输入的信息变得容易处理。 从教师的观点来看， 我们已经学会了不一次性呈现太多新的语言。即“少就是多”的原则。
• 变形（Distortion）
语言学习者会把信息变形加工成可理解和可学习的。 这个过程的效果既是负面的。 在这个过程中产生了错误和误解，又是正面的，因为它对语言材料的易学习性和学生的学习动力有好处。
• 概括整合（Generalisation）
这是我们的学习方式之一， 通过吸收我们已有的信息得出广义的结论。糟糕的概括整合就引起了规则的误用和不合理的假设。
然而， 个体学习者真正学到的内容是由他们自己过滤信息的过程支配的。 NLP把这些过滤信息的过程称为“信念（beliefs） ”，“价值观 （values）”和“记忆 （memories）”，它们被广义定义为一个人处理信息的方式。
在NLP中， 这些过滤信息的过程影响我们对世界的看法和我们的行为方式。在语言学习中，它们解释了为什么语言学习的方式和策略为什么会有如此大的差异。
• Learners make decisions based on beliefs and value judgements. They are often in a state of conflict because their previous learning experiences do not coincide with their current learning environment. （语言学习者在他们的信仰和价值观的基础上判断，做出决定。 他们经常处在冲突的过程中，因为他们以前的学习经历与他们现在所处的学习环境并不一致。）
• Values provide the basis for decisions about what is right and wrong, what they want / need to know and don't want / need to know. In certain cultures, some beliefs are disabling, in that they prevent learners adopting strategies such as risk-taking which teachers would like to encourage. （价值观为学习者做出的决定提供了基础。这些决定包括判断正误，他们想/需要知道的内容或他们不想/需要知道的内容。 在某些文化背景中，一些信仰是有负面作用的。因为他们阻止了学习者接纳一些学习策略，比如，教师愿意鼓励学生冒一定的风险学习，可是学习者却不愿意。 ）
• Memories and prior decisions create beliefs which are affect our current behaviour. Learners often revert to previously adopted strategies and require deconditioning, while it can be argued that adult learning patterns merely replace earlier learning strategies which have been forgotten. （以前的记忆和决定创造了我们现在的行为。学习者经常转回到以前接受过的策略，这个过程需要去条件化（deconditioning）。由此我们可以知道， 成人的学习方式仅仅代替了以前被忘记了的早期的学习策略。）
NLP 还认识到非言语交际的重要性。尤其是目光的接触，手势，呼吸和动作。 当语言和非言语交际结合起来的时候，“一致性 （Congruency）”就达成了。这里， 一致性（Congruency）在这里可以相当于流畅性，表明非言语的交际应该与功能性语言和音韵学一同教授，来达到自然的语言生成。
NLP 在教室
教师使用音乐来创设氛围并激发创造性，或使用短句和戏剧的技巧来增加信心，再有，在语言之外增加肢体语言实际就是NLP的方法。 然而，只有在最近，外语教学从业人员才开始在教室里详细和公开使用基于NLP 的课堂活动。
许多课堂活动都整合了一些教学技巧， 有些还是这些教学技巧的延伸或改进，比如讲故事，引导想象故事， 角色扮演和模仿。然而， NLP 真正有影响的领域应该是在探索学生之间的关系（生生关系）和师生关系和有助于创造一个健康和正面的学习氛围。
• 创造 和谐氛围
和谐是一种轻松的感觉，当人们与其他他们感觉舒服的人互动时发展起来的。 对于有意义的交际的产生是有重要意义的。 和谐最可能在想法相似的人们中间产生。 在教室里，混合游戏和“互相认识游戏”活动和教师与学生不断的磋商中会培养出和谐的氛围。 同时，交际沟活动和团体活动又加强了和谐。
• 镜面反映
一种建立良好和谐氛围的方法是模仿我们希望影响或被影响的人。对于姿势，手势，面部表情，甚至呼吸都能在教室里实践。而在构成连接言语和关键词汇词组的音素方面，简单的重复操练也达到同样的效果。 为了达到自然的交际，言语和非言语的因素需要与交际活动结合起来。 学习者可能被要求在互相模仿或模仿教师之前先模仿电视里角色的行为。
• 创造正面的状态和锚定
这是有关动机和保持学习的正面态度。在NLP过程中，一个正面的状态是通过一个思维图象创造出来的。 这个思维图象是一个精神方面或身体方面的过程中形成的。 这种状态被一个重复的手势，表情或身体运动所固定。这些手势，表情或身体运动能够保持或帮助重现这种状态。 引导幻想故事可能被用来创造这种状态，或者创造出能够代表这种状态的动作或声音。 一些教师，经常是下意识地，熟练地应用教室里不同的角色来开展一些活动。如， 发出指令，教授语法或讲故事。 在外语教学课堂，这是一种锚定状态。 而通过锚定学生自动地知道在一堂课接下来会发生什么并为此做好准备。
• 保持流畅性
NLP非常符合“流理论”的思想， 这种提法认为， 学习象水流一样流畅并且最好的学习效果是在不受打扰的情况下达成。在备课阶段，如果技能的获得和新的挑战以及清楚的项目目标和集中精力的需要取得了平衡，就能达到学习的流畅性。 当学习者满足以下条件，就能达到成功的学习， 这些条件是：第一。学习者感到对教室里发生的活动有控制权； 第二。他们不感到害羞；第三。 从同学和教师处得到良性的反馈。在良好的课堂上，时间似乎过的非常快。 在这样的课堂上，有教室里的活动，兴趣，对于错误的态度，自信的建立，学习者的训练和自治都清楚的信息表明出来。竞争性和合作性的游戏，玩笑，歌曲和逸事，个体化和有良好结构的信息沟活动都有助于保持流畅性。
• 步调和领导
一系列要求听者“收听”的策略都表明在表明可供选择的观点（领导）之前，听者要接受并正确地陈述说话者的观点（步调）。对于一个论点的接受通常伴随着听者对于说者的行为的模仿。包含没有回应的听力，轮流工作，计划和做决定的活动对提升这个阶段的对知识的意识是有帮助的。
• 感知的安置
这是在NLP过程中模仿的延伸。它能用来解决争端并包含一个中立的第三者作为争论的调停者。NLP在外语教学中可以应用在阅读或讲故事的课堂上，在这种课堂上，作者或讲故事的人占据了一个位置，另外一个人扮演了一个角色，并且有第三个人作为读者或中立的事件的观察者。
• 模仿良好的例子
NLP 让我们模仿别人做的好的地方。 在外语教学的课堂上， 它更多表现在学习者的训练方面，尤其当学习者在复习和考试准备阶段发现对方的策略或接纳新的学习技巧的时候。
无论一名教师是否是NLP的追随者，有一个事实是很清楚的，NLP和ELT（英语外语教学）是互补的。因为NLP是通过观察交流模式来学习的。而ELT从NLP所认为的最好的改善人际交流的实践活动中学习到一些东西。在NLP中，在有关交际语言学习和人文的方式方面， 没有什么与当代的ELT（英语外语教学）教学法冲突。而NLP对现在被广为接受的广泛的兼收并蓄教学法有很大的贡献。
附：自己的一堂课例
Story telling: Carnival Crime – Lesson plan
Story telling: Carnival Crime
Topic: Carnival in Brazil and a Diamond theft
Aims
• To develop extended listening and prediction skills in young learners using
a short story
• To reinforce the use of the simple past tense
Level: upper-intermediate
For this lesson you will need
• 1 copies of Story telling script and pictures Worksheet A
• Copies of story card ordering activity Worksheet B
• Copies of costume drawing Worksheet C
• Copies of the complete story text Worksheet D
Procedure
Pre reading task:
• Write ‘Carnival Crime’ on the board and tell the students that you are
going to tell them a story called ‘Carnival Crime’.
• Then ask the students if they know what a carnival is and ask them
questions about carnivals to capture their interest such as:
o ‘Do we have a carnival in our country?’
o ‘When do we have our carnival?’
o ‘What do people wear during carnival?’
o ‘What do people do during carnival?’
o ‘ What other countries have carnivals?’
• Then tell the students that the carnival in the story is in Brazil and ask the
students if they know where Brazil is, and if there is a map of the world in
the class, get a student to point to Brazil on the map and elicit from the
students everything they know about Brazil. It would also be helpful to
show the students pictures of Brazil and the Rio Carnival either on the
internet or in books such as a world Atlas or a picture dictionary
Story-telling activity
• First of all explain to the students that you are going to tell them a story
but that you need them to help you and all that they have to do is to listen
and answer some simple questions when you ask them.
• This story telling activity involves the teacher taking the main role as the
principal storyteller with the students acting as secondary storytellers.
• You can follow the story telling script on Worksheet A word for word and
use the story telling cards as visual prompts to help you tell the story.
Story telling: Carnival Crime – Lesson plan © BBC | British Council 2004
BBC | British Council Lesson plan. Story telling: Carnival Crime – Page 2
Tip: I recommend that you read the story a few times yourself until you can
remember it and then tell the story in your own words stopping in the same way
to get student input. Telling the story in your own words as opposed to reading
word for word from the text will make the story seem more real and authentic to
the students.
• Now start telling the story using the story telling script and the story
cards, which you will need to cut out before class.
Student story-telling task
• Once you have told the story once get the students as a class to tell the
story back to you using the pictures on the board to help them.
• Then give the students Worksheet B and see if they can join up the
pictures of the story in the correct order and re-tell the story in pairs.
Follow up task 1
Use the drawing activity from Worksheet C to get students to create and
describe their own carnival costumes. Ask students to follow these instructions.
• First of all draw a head and a neck of a person wearing a carnival costume.
Draw a carnival mask on the face of the person.
• Now fold your paper and pass it to the person on your right.
• Now draw the arms and top half of the costume.
• Now fold your paper and pass it to the person on your right
• Now draw the legs of the person wearing the costume.
• Now fold your paper and pass it to the person on your right
• Now draw the shoes of the person wearing the carnival costume.
• Now fold your paper and pass it to the person on your right
The students then unfold their costumes and in small pairs or groups describe
their costumes to each other and take a vote on the silliest costume. Students
can then write a short description of their costume, which they can pin on the wall
together with their costume.
Follow up task 2
• If you have access to computers with the Internet or even just one
computer with a data projector, the students can read and listen to the
story on-line. http://www.learmenglish.org.uk/kids/stories.asp?story=44
• There is also an interactive vocabulary activity at:
http://www.learnenglish.org.uk/words/activities/clothesdr.html
• If you don’t have access to the story on-line you can give the students the
original script Worksheet D and ask them to find the differences in pairs
between the class story and the original story script.
Tip: Before a story telling activity it is often a good idea to do something to
change the mood of the class and to create a special time for story telling,
such as to put on a special story telling hat or coat, or to play some music or
have the class say a short story-telling time rhyme.
深入阅读
Revell and Norman, In your Hands, Saffire Press
Ravell and Norman, Handing Over, Saffire Press
Rinvolucri and Baker, Unlocking Self-expression Through NLP, Delta Publishing
O'Connor and Seymour, Introducing Neuro-Linguistic Programming, Thorsons
附：读书笔记原文
NLP (Neuro Linguistic Programming) has been around in language teaching longer than we may realise.
hose teachers who incorporate elements of suggestopedia, community language learning, music, drama and body language into their lessons are already drawing on NLP as it stood twenty years ago.
The roots of NLP
• NLP and language learning
• NLP in the classroom
• Conclusion
The roots of NLP
NLP, with its roots in psychology and neurology, is about the way the brain works and how the brain can be trained for the purpose of betterment. It encompasses or is related to 'left / right brain' functions, 'visual / auditory / kinesthetic' learning styles, multiple intelligence and other areas of research which are attempting to identify modes of learning whilst recognising the importance of the individual learner.
NLP and related subjects have their sceptics, particularly in terms of general classroom applicability and how NLP is commercially marketed as a method of self-improvement. NLP has been labelled a 'quasi science' and criticised on the grounds of lack of empirical studies, but there are sound reasons why NLP is compatible with current classroom practice.
NLP and language learning
The NLP model explains how we process information which comes to us from the outside and is based on the work of Richard Bandler and John Grinder, who initially recognised the importance of eye contact and movement in identifying emotional states and how (rather than what) individuals think.
In NLP, information arrives via the senses, and 'six modalities' are identified as ways that different individuals perceive the messages. These modalities are:
These clearly form the basis of what we now know as 'VAK'- The identification of visual, auditory and kinesthetic learners and the need to cater for different learning styles in the classroom.
As externalities arrive, our perception of these is modified by three major elements - deletion, distortion and generalisation. These processes are instantly recognisable in language learners:
• Deletion
There is too much information for the learner to handle. Learners delete or omit some information in order to make input manageable. From the teacher's point of view, we have already learnt not to present too much new language at once, and the principle of 'less is more'.
• Distortion
Language learners will distort information into forms which are understandable and learnable. This process is both negative, in that it produces errors and misunderstandings, and positive in that it contributes to learnability and motivation.
• Generalisation
This is one of the ways that we learn, by taking the information we have and drawing broad conclusions. At its worst, over-generalisation occurs, causing misuse of rules and poorly formed hypotheses.
However, what is actually learnt by individuals is dictated by their own personal filters. NLP identifies these as 'beliefs', 'values', 'decisions' and 'memories', broadly defined as the way someone handles information.
In NLP, these filters affect our model of the world and our behaviour. In language learning, they explain a wide range of learning styles and strategies:
NLP also recognises the importance of non-verbal communication, particularly eye contact, posture, breathing and movement. 'Congruency' is achieved when there is a match between verbal and non-verbal communication. Congruency, here, may have a language learning parallel in the concept of fluency, suggesting that non-verbal communication should be taught alongside functional language and phonology in order to achieve natural language production.
NLP in the classroom
Teachers using music to create atmosphere and stimulate creativity, or using mime and drama techniques to build confidence and add body language to speech acts are already drawing from the NLP repertoire. Only recently, however, have classroom activities specifically and overtly based on NLP been developed by ELT practitioners.
Many of these activities also integrate the skills and are extensions or modifications of existing techniques such as storytelling, guided fantasy, role-play and simulation. Areas where NLP can have a real impact, however, are those which explore the relationships between students and between students and teacher, and those which help to create a healthy and positive learning environment:
• Creating rapport
Rapport is the sense of ease that develops when people are interacting with others they feel comfortable with, and is essential for meaningful communication to take place. Rapport is most likely when like-minded people interact. In the classroom, mingle and 'getting to know you' activities, as well as continuous negotiation between teacher and students foster rapport, while communication gap activities and group work reinforce it.
• Mirroring
One way of establishing good rapport is to mirror the behaviour of those we wish to influence or to be influenced by. Mirroring of posture, gestures, facial expressions and even breathing can easily be practised in the classroom, while simple drilling achieves the same results with phonological features of connected speech and key lexical phrases. To achieve natural communication, verbal and non-verbal aspects need to be combined in communicative activities. Learners may be asked to mirror the behaviour of characters on television before mirroring each other and the teacher.
• Creating positive states and anchoring
This is about motivation and maintaining positive attitudes to learning. In NLP, a positive state is created through a mental image formed by the process of achieving something mentally or physically, and this state is anchored by a gesture, expression or body movement which is repeated to maintain or recall the state. Guided fantasy may be used to create the state, and a movement or sound selected to represent it. Some teachers, often subconsciously, opt for different positions in the classroom to carry out certain actions, such as give instructions, teach grammar or tell a story. In ELT this is a type of anchoring by which students automatically know what is going to happen next in a lesson, and are prepared for it.
• Maintaining flow
NLP fits in nicely with 'Flow Theory', the notion that learning flows like water and that the best learning takes place when uninterrupted. For the purposes of lesson planning, flow is achieved when there is a balance of skills development and new challenges, clear task goals and the need for concentration. Successful learning takes place when learners feel a sense of control over what is happening in the classroom, do not feel self-conscious, and receive positive feedback from each other and the teacher. In good lessons, time seems to pass quickly. There are clear messages here about balance of activities, interest, attitude to errors, confidence building, learner training and autonomy. Competitive and collaborative games, jokes, songs and anecdotes, personalisation and well-stuctured information gap activities all help to maintain flow.
• Pacing and leading
A set of strategies requiring the listener to 'tune in', accept and correctly state the speaker's point of view (pacing) before suggesting an alternative point of view (leading). Acceptance of an argument will be accompanied by the listener's mirroring of the speaker's behaviour. Activities involving listening without response, turn-taking, planning and decision making are useful for raising awareness of this process.
• Perceptual positioning
This is an extension of mirroring used in NLP for resolving conflicts and involving a neutral third party as a mediator in disputes. An ELT application here would be in a reading or storytelling lesson, where one position is taken by the writer / teller, another by a character in the story, and a third by a reader or neutral observer of events.
• Modelling good practice
NLP asks us to mirror what others do well. In ELT, much of this is about learner training, particularly when learners discover each other's strategies or adopt new study skills, for revision and examination preparation for example.
Whether one is a disciple of NLP or not, what is clear is that NLP and ELT are complementary in that NLP learns by observing communication patterns, and ELT learns from what NLP suggests as best practice in improving interpersonal communication and therefore learning. There is nothing in NLP that is contrary to current ELT methodology in terms of communicative language learning and humanistic approaches, while NLP has much to contribute to the already vast repertoire of the informed eclectic.
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