زبان پژوهی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

اخبار و اعلانات

اطلاعات آماری نشریه

اصول اخلاقی انتشار مقاله

اعضای هیات تحریریه

اهداف و چشم انداز

بانک ها و نمایه نامه ها

پرسش‌های متداول

پیوندهای مفید

درباره نشریه

فرایند پذیرش مقاله

کارکنان اجرایی

محورهای موضوعی

راهنمای نویسندگان

تنظیم مقالات انگلیسی

تعارض منافع

تعهدنامه

راهنمای ثبت داوری در Publons

داوران نشریه در 1398

داوران نشریه در 1399

لیست داوران 1400

لیست داوران1401

لیست داوران1402

تاثیر برنامه ریزی عصبی-کلامی بر استقلال و خودکارآمدی یادگیرندگان غیر فارسی زبان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای زبان‌شناسی، دانشگاه آزاد اسلامی، واحد زنجان، گروه زبان و زبان‌شناسی، زنجان، ایران

2 استادیار آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، گروه زبان و زبان‌شناسی، زنجان، ایران

3 استادیار آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، گروه زبان و زبان‌شناسی، زنجان، ایران,

4 استادیار آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، گروه زبان و زبان‌شناسی، زنجان، ایران,.

چکیده

در سال‌های اخیر پژوهش‌های انجام‌شده در حوزه برنامه‌ریزی عصبی-کلامی تأثیر آن را در کلاس‌های زبان خارجی/زبان دوم نشان داده‌اند. هدف این پژوهش نیز بررسی این است که آیا برنامه‌ریزی عصبی-کلامی تأثیر آماری مهمی بر استقلال و خودکارآمدی یادگیرندگان زبان فارسی دارد. به‌همین‌سبب، 64 دانشجو به‌صورت غیرتصادفی به روش نمونه‌گیری دردسترس از میان زبان‌آموزان خارجی سطح متوسط مشغول‌به‌تحصیل در دانشگاه‌ها و مؤسسه‌های آموزش عالی شهر تهران و قزوین انتخاب شدند و در دو کلاس جداگانه قرار گرفتند. برای اطمینان از یک‌دستی دانشجویان، پرسشنامه استقلال و مقیاس خودکارآمدی پیش‌ازآموزش اجرا شدند. سپس، آموزش آغاز شده و گروه آزمایشی در رویارویی با تکنیک‌های برنامه‌ریزی عصبی-کلامی قرار گرفت. در پایان آموزش، به هر دو گروه پرسشنامه استقلال و مقیاس خودکارآمدی داده شد. یافته‌های آزمون منکووا نشان داد که بهره‌گیری از تکنیک‌های برنامه‌ریزی عصبی-کلامی تأثیر مهمی بر روی هر دو متغیر وابسته مورد بررسی داشت. یافته‌های این پژوهش می‌تواند برای معلم‌ها و کارشناسان آموزش زبان مفید باشد.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of the Neuro-linguistic Programming (NLP) on PFL learners' Autonomy and Self-efficacy

نویسندگان [English]

  • Alireza Keyvani 1
  • Mohammad Reza Oroji 2
  • Sakine Jafari 3
  • Siros Izadpanah 4

1 Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

2 Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran

3 Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran,

4 Department of English and Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran.,

چکیده [English]

Neuro Linguistic Programing (NPL) is an approach that offers strategies to deal with life’s opportunities. It makes us aware of how things work, encouraging us to study and model successful people in different situations. This, in turn, can help us improve our communication both consciously and unconsciously. Besides, it enhances our ability to master changes. The term “neuro”, reflects the impact of our sensory input on our neurological function. It suggests that becoming a better learner involves listening better and are more observant, so we are more open to our own and other people’s experience. This helps us to make good decisions. The term “linguistic” emphasizes the importance of language awareness in getting better information to make decisions. By “programing”, we mean habits. NLP teaches us how we can develop and encourage useful habits. In general, NLP means using language to program our nervous system into more useful habits. NLP teaches that people can directly perceive a small part of the world using their conscious awareness, and that this view of the world is filtered by experience, beliefs, values, assumptions, and biological sensory system. NLP argues that people act and feel based on their perception of the world and their subjective experience of it. Using NLP, a person can model the more successful parts of their own behaviors to reproduce them in areas where they are less successful. It is believed that learners must develop their linguistic strategies to become independent (Harmer, 2001). The outcomes of some studies on Neuro-linguistic programing illustrate that these techniques will be helpful in second language learning. To highlight NLP techniques in second language learning, Tosey and Mathison (2003) have gone to great lengths. On the other hand, scientists believe that the use of these techniques and programs is one of the ways to reach independence (Holec, 1981). Unfortunately, so far, there has been a scarcity in the studies of the role of NLP in different fields (Moore, 2009). Teachers as well as students mostly focus their education on the content, without caring about the dominance over the learners’ minds. The authors of this study found limited research on NLP techniques within the scope of teaching Persian to speakers of other languages (TPSOL). In English, the study of the relationship between NLP and other variables such as gender, education level, experience, and academic achievements has been accounted for (Pishghadam, Shapoori, & Shayesteh, 2011). This study is significant for several reasons. First, it aims to improve learner independence, which is crucial for foreign language learning. Second, it explores the impact of NLP on the psychological aspect of language learning. Additionally, NLP techniques can lead to learner autonomy.

کلیدواژه‌ها [English]

  • autonomy
  • neuro-linguistic programming
  • Persian as a foreign language (PFL)
  • self-efficacy
  • teaching Persian to speakers of other languages
مراجع
  1. راحمی، جمیله (1398). «پژوهش ترکیبی رابطه خودکارآمدی و پیشرفت تحصیلی دانش آموزان مقطع دبیرستان در زبان انگلیسی با محوریت نقش رشته تحصیلی». پژوهش‌های زبان‌شناختی در زبان‌های خارجی. دورة 10. شمارة 1. صص 135-152. https://doi.org/10.22059/jflr.2020.289276.683
  2. فتحی، جلیل، سعید نوروز زاده، مهران صمدی و آرش سحرخیز عربانی (1400). «بررسی رابطه بین خودکارآمدی، خودانگاره و فرسودگی شغلی معلمان زبان انگلیسی ایرانی: رویکرد مدل معادلات ساختاری». زبان پژوهی. دورة 13. شمارة 39.  صص 33-55. https://doi.org/10.22051/jlr.2020.31200.1872
  3. Arkoç, E. Ş. (2008). The impact of learner autonomy on the success of listening Comprehension [Unpublished doctoral dissertation]. Trakya University. https://unis.trakya.edu.tr/tez-detay/2_CJauE30_23/the-impact-of-learner-autonomy-on-the-success-of-listening-comprehension
  4. Bandler, R., & Grinder, J. (1979). Frogs into princes. Real People Press. https://archive.org/details/frogsintoprinces00band_0
  5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  6. Bernhardt, E. (1997). Victim narratives or victimizing narratives? Discussions of the reinvention of language departments and language programs. ADFL Bulletin 29 (i), 13-19. https://www.Eric.ed.gov/?id=EJ555696
  7. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Addison Wesley Longman, Inc. https://www.scirp.org/reference/referencespapers?referenceid=1690483
  8. Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Journal of Evaluation and Research in Education, 16(1), 1–18. https://doi.org/10.1080/09500790208667003
  9. Dilts, R., Bandler, R., & DeLozier, J. (1980). Neuro-linguistic programming: The study of the structure of subjective experience. Meta Publications. https://www.amazon.com/Neuro-Linguistic-Programming-Structure-Subjective-Experience/dp/0916990079
  10. Einspruch, E. L. & Forman, B. D. (1985). Observations concerning research literature on neuro-linguistic programming. Journal of Counseling Psychology, 32(4), 589-596. https://doi.org/10.1037/0022-0167.32.4.589
  11. Fathi, J., Samadi,M., Nourzadeh,S., & Saharkhiz Arabani, A. (2021). The relationship among self-efficacy, self-concept, and burnout among Iranian EFL teachers: A structural equation modelling analysis. Journal of Language Research, 13(39), 33-55. https://doi.org/10.22051/jlr.2020.31200.1872. [In Persian].
  12. Freeth, P. (2003). NLP-skills for learning: A practical handbook for increasing learning potential. Communications in Action. https://repository.vnu.edu.vn/handle/VNU_123/75753?mode=simple
  13. Gist, M. E. (1987). Self-efficacy: Implications for organizational behavior and human resource management. Academy of management review, 12(3), 472-485. https://doi.org/10.2307/258514
  14. Haghi, M. (2009). The relationship between perceived self-efficacy and Iranian EFL learners’ autonomy [Unpublished master’s thesis]. Islamic Azad University, Science and Research Branch. https://journals.aiac.org.au/index.php/IJALEL/article/view/958
  15. Harmer, J. (2001). The practice of English language teaching. Pearson Education Limited.
  16. Heap, M. (2008) The validity of some early claims of neuro-linguistic programming. Skeptical Intelligencer, 11, 6-13. https://www.aske-skeptics.org.uk/nlp5.pdf
  17. Helm, D. J. (1990). Neuro-linguistic programming: Equality as to distribution of learning modalities. Journal of Instructional Psychology, 17(3), 159-160. https://www.semanticscholar.org/paper/Improving-English-Instruction-through-Programming.-Helm/299aa90dfe604a2b47e856be8e8e65a1d3f72ef3
  18. Helm, D. J. (2009). Improving English instruction through Neuro-Linguistic Programming. Education, 130 (1), 110-113. https://www.semanticscholar.org/paper/Improving-English-Instruction-through-Programming.-Helm/299aa90dfe604a2b47e856be8e8e65a1d3f72ef3
  19. Holec, H. (1981). Autonomy in foreign language learning. Pergamon. https://www.scirp.org/reference/referencespapers?referenceid=1454927
  20. Karunaratne, M. (2010). Neuro-linguistic programming and application in treatment of phobias. Complementary Therapies in Clinical Practice, 16(4), 203-207. https://www.Pubmed.ncbi.nlm.nih.gov/20920803
  21. Kashefian-Naeeini, S., & Riazi, A. M. (2011). Beliefs and autonomy: A case of Iranian students. European Journal of Social Sciences, 20(3), 425-430. https://researchers.mq.edu.au/en/publications/beliefs-and-autonomy-a-case-of-iranian-students  
  22. Kostina, M. V. (2011). Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: A mixed methods study [Unpublished doctoral dissertation]. University of Iowa. https://iro.uiowa.edu/esploro/outputs/doctoral/Exploration-of-student-perceptions-of-autonomy/9983776995302771
  23. Kudliskis, V., & Burden, R. (2009). Applying “what works” in psychology to enhancing examination success in schools: The potential contribution of NLP. Thinking Skills and Creativity, 4(3), 170-177. https://doi.org/10.1016/j.tsc.2009.09.002
  24. Legall, J., & Dondon, P. (2006, October 16-18). Neuro-linguistic programming: A personal development tool applied to the pedagogy and to the improvement of teachers/ students relations. [Conference presentation]. The 5th WSEAS International Conference on Education and Educational Technology, Glasgow, UK. https://www.researchgate.net/publication/237262144_Neuro_linguistic_programming_a_personnal_development_t
  25. Lei, W & Yu-mei, L (2012). An empirical study of listening comprehension strategies in autonomous learning environment. Sino-US English Teaching, 9(11), 1695-1701. article_561135_3ff440e7f6e4aa6c163a4b75d06b3c19.pdf (iau.ir)
  26. Little, D. (1991). Learner autonomy, definitions, issues, and problems. Authentic. https://www.scirp.org/reference/referencespapers?referenceid=1822071
  27. McWhirter, J. (1992). Sensory systems training manual. Sensory Systems. https://sensorysystems.co.uk/
  28. Millrood, R. (2004). The use of NLP in teachers’ classroom discourse. ELT Journal, 58(1), 27-37. https://doi.org/10.1093/elt/58.1.28
  29. Moore, C. (2009). NLP in education [Unpublished master’s thesis]. Nui Maynooth University.
  30. Nematipour, M. (2012). A study of Iranian EFL learners’ autonomy level and its relationship with learning style. English Linguistics Research, 1(1), 26-35. https://doi.org/10.5430/elr.v1n1p126
  31. Nosratinia, M., Eftekhari, N., & Sarabchian, E. (2013). An exploration of the relationship between autonomy and vocabulary learning strategies. International Journal of Language Learning and Applied Linguistics World, 4(3), 71-80. https://www.academia.edu/5007088/AN_EXPLORATION_OF_THE_RELATIONSHIP_BETWEEN_AUTONOMY_AND_
  32. O’Connor, J. (2001). NLP workbook: A practical guide book to achieving the results you want. Harper Collins. https://www.amazon.com/NLP-Workbook-Practical-Achieving-Results/dp/1573246158
  33. Pajares, F (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In Pajares, F. and Urdan, T. (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 339-367). Cambridge University Press. https://www.infoagepub.com/products/Self-Efficacy-Beliefs-of-Adolescents
  34. Pallant, J., (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition, McGraw Hill, New York.
  35. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in Education: Theory, Research, and Applications. Prentice-Hall.
  36. Pishghadam, Reza & Shayesteh, Shaghayegh & Shapoori, Mitra. (2011). Validation of an NLP Scale and its Relationship with Teacher Success in High Schools. Journal of Language Teaching and Research, 2, 1798-4769.  https://doi.org/10.4304/jltr.2.4.909-917
  37. Rahemi. J. (2020). A combined study of the relationship between self-efficacy and academic achievement in high school students in English with the role of academic role. Journal of Foreign Language Research, 10(1), 152-135. https://doi.org/10.22059. [In Persian]
  38. Revell, J., & Norman, S. (1999). Handing over: NLP-based activities for language learning. London: Saffire Press. https://www.amazon.com/Handing-over-Nlp-Based-Activities-Language/dp/1901564029
  39. Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press. https://www.novaconcursos.com.br/blog/pdf/richards-jack-c.-&-rodgers.pdf?srsltid=AfmBOooyOSJ1pcrWN7EKvu_7AM0JgXU5Q0IfK3OqCTt-pOVJxvl8qPvF
  40. Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647-658. https://doi.org/10.1037/0022-0663.76.4.647
  41. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=188728
  42. Tosey, P. & Mathison, J. (2003). Neuro-linguistic Programming and Learning Theory: A response. The Curriculum Journal, 14 (3), 361-378. https://doi.org/10.1080/0958517032000137667
  43. Tosey, P., & Mathison, J. (2010). Neuro-linguistic programming as an innovation in education and teaching. Innovations in Education and Teaching International, 47(3), 317-326. https://doi.org/10.1080/14703297.2010.498183
  44. Tosey, P., Mathison, J., & Michelli, D. (2005). Mapping transformative learning: The potential of neuro-linguistic programming. Journal of Transformative Education, 3, 140-167. https://doi.org/10.1177/1541344604270233
  45. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educ. Psychol. Rev., 6, 49–78. https://doi.org/10.1007/BF02209024
  46. Winch, S. (2005). From frustration to satisfaction: Using NLP to improve self-expression. [Conference presentation]. 18th Annual EA Education Conference, Essex. http://www.englishaustralia.com.au/ea_conference05/proceedings/pdf/Winch.pdf
  47. Witkowski, T. (2010). Thirty-five years of research on neuro-linguistic programming. NLP research data base. State of the art or pseudoscientific decoration? Polish Psychological Bulletin, 41(2), 58-66. https://doi.org/10.2478/v10059-010-0008-0
  48. Yero, J. L. (2001). NLP and education: A shift of focus. Anchor Point Magazine, 15(9), 37-41. https://doi.org/10.5430/wjel.v1n2p2
  49. Zastrow, C., Dotson, V., & Koch, M. (1987). The neuro-linguistic programming treatment approach. Journal of Independent Social Work, 1(1), 29-38.
  50. Zhang, L.X., & Li, X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23. https://api.semanticscholar.org/CorpusID:157006675
  51. Zimmerman, B. J., and Cleary, T. J. (2006). Adolescents’ development of personal agency: The role of self-efficacy beliefs and self-regulatory Skill. In F. Pajares and T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 45-69). Information Age. https://www.scirp.org/reference/referencespapers?referenceid=1504664
  52. Zohrabi, M. (2011). Course book development and evaluation for English for general purposes course. English Language Teaching, 4(2), 213-222. https://doi.org/10.5539/elt.v4n2p213
زبان پژوهی
دوره 16، شماره 52 - شماره پیاپی 52
مهر 1403
صفحه 99-127
فایل ها
هم رسانی
ارجاع به این مقاله
آمار