Abstract:

Teachers of foreign languages use various methods and resources to facilitate interaction between themselves and their pupils. Research into the communicative aspects of teaching and learning foreign languages has benefited from recent breakthroughs attributable to the progress made in Neuro-linguistic Programming (NLP). This research delves into using Neuro-linguistic Programming (NLP) in the classroom to better instructors' communicative abilities with their students. This paper concentrates on the implementation of Neuro-Linguistic Programming (NLP) in learning a foreign language. in a bid to discover flaws and issues pertaining to the traditional mechanism of learning. The use of Neuro-Linguistic Programming (NLP) in the teaching of Foreign Language (FL) has a great deal of promise due to the fact that the effectiveness of NLP has been shown by the progress that a number of nations have achieved as a result of its application. A questionnaire was distributed to 150 foreign language instructor who were chosen at random from a variety of high schools. This allowed for the collection of information on teachers' preparedness. The findings of the study revealed that a larger proportion of foreign language instructors possess comparable understanding of NLP. Furthermore, the majority of these instructors demonstrated optimistic reactions and a readiness to utilize NLP in the classroom when instructing students in foreign languages. The level of information that each person had influenced how they thought. Thus, instructors who had a deeper understanding of NLP had a greater interest in and motivation for the application of the theory in foreign language settings. The findings of this research demonstrate how NLP may assist both instructors and students in accomplishing their objectives learning a foreign language.

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