BEFORE THE METHODS ERA

1 The Grammar-Translation Method

2 The Direct Method
3 The Audiolingual Method
4 Reform Movement
5 Oral Approach
METHODS ERA
4 Total Physical Response
5 The Silent Way
6 Community Language Learning
7 Suggestopedia
8 Communicative Language Teaching

*REFORM MOVEMENT
Seeing that the Grammar Translation Method did not facilitate using the target
language communicatively through the de-contextualized grammar and vocabulary
teaching, some language teaching specialists such as Marcel, Prendergast, and
Gouin had criticized this method and added that:
 Grammar should be taught inductively by making use of meaningful contexts.
 In order to create these meaningful contexts to teach structures and new
words, situations and topics should be utilized.
 The students should learn the target language as in the way they acquire their
mother tongue; namely, the order of the language skills to be taught should be
listening, speaking, reading and writing.
 The students should be first exposed to spoken language before they see it in
written form.
 The new words should be introduced in sentences, and sentences should be
given and practiced in meaningful and real life situations rather than being
taught as disconnected elements.
The Reform Movement paved the way for the appearance of the Direct Method,
which aimed at teaching the foreign languages in a natural way for the purpose of
communication.
*THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING
This approach was developed by British applied linguists Harold~Palmer and A.S.
(Hornsby). It is similar to Direct Method in the sense that they both focus on oral
language, yet the Situational Language Teaching is a more systematic method with
regards to the principles and procedures on the selection of the content. The
emphasis of this approach was primarily on vocabulary and grammar control. It
adopted systematic principles for the selection, gradation and presentation of
materials to the students in language classes. There was an increasing tendency of
teaching a foreign language sltuationally and then the situational language teaching
started to be referred as the Oral Approach.
Learning Theory: The underlying learning theory is behaviorism. Accordingly,
language learning is viewed as habit-tormation, during which errors are immediately
corrected in order to avoid bad habits and mother tongue interference. The process
of language teaching includes three stages:
 receiving the knowledge or the material
 fixing it in memory through repetition
 using it in actual practice until it becomes a habit.
Language Theory: The Oral Approach/the Situational Language Teaching adopts
the structural view of language. On the basis of this language wiew, Speech is
considered as the main element of langugge and structure as being at the core of
speaking ability.
The linguistic structures and the new words should be presented and taught. This is
the principle that gave its distinctiveness to this method of teaching.
Goals and Objectives: The Situational Language Teaching includes the following
goals and objectives:
 a practical command of the four hasic-gicilla-W a language- which can be
achieved by means of structure.
 accurate pronunciation and production of linguistic structures!
 ability to answer automatically and correctly in conversations.
The Role of Culture: Culture is believed to consist of everyday behavior and
attitudes and lifestyle of the target language society. These components are
presented in the dialogues.
The Role of Mother Tongue: The mother tongue of the students doesn’t have any
role in the classroom where the Situational Language teaching is adopted because
mother tongue is believed to be interfering in the learning process.
The Role of the Teacher: At the early stages, teachers have the role of a model to
provide the students with the accurate production of language and situation provider
to set the context for language use. Lagter on they often act like a a skillful conductor
to make sure that the students have enogh practlce to have a control over their
vocabulary, pronunciation, grammar knowledge and skills. Teachers are expected to
be skilled manipulators, using questions, commands, and other cues to elicit correct
utterances from the students. Classes are therefore teacher centered.
The Role of the Student: At the beginning of the language learning process, the
students are required to simply listen and repeat what the teacher says to develop a
habit. They also respond to the teacher’s questions and commands.
Teaching Language Areas: Typically, the Situational Language Teaching classes
start with stress and intonation practices to foster correct pronunciation skills.
Therefore, it can be said that the primary skill to be developed and practiced is
pronunciation. However, vocabulary and grammar knowledge are also emphasized.
Overall, the classes might consist of pronunciation practices, presentation of new
structures and words, oral practice through drilling and reading the dialogues on the
new structures and words.
Teaching Grammar: Grammar is taught inductively through dialogues. It has been
believed that analyzing the target language and classifying its main linguistic
structures into sentence patterns or situational charts can be employed to enable the
students to master the rules and sentence patterns. The procedure for teaching
grammar goes from mechanical drills to freer practice of the rules.
Grammar structures are graded following the principle that simple forms should be
taught before complex ones.
Teaching Vocabulary: One of the distinctive characteristics of the method is its
emphasis on vocabulary. It is an essential element of reading skill. The torm of new
words is displayed with examples and in dialogues. The meanings of new words are
never conveyed through translation. Rather, their meanings are made clear through
objects, pictures, actions and miming.
Teaching Language Skills: It has a principle which states that language Skills are
learned more effectively when they are presented orally first, then in written form.
Listening, speaking and reading skills are the main skills to be developed and
practiced. However, writing seems to be neglected.
Interactions: The speech is viewed as the main element of language; that's why
interaction between the teacher and the students, and among the students takes with
the accurate production of language and situation place in the format of question and
answer.
Error Correction: Based on behaviorism, the method doesn’t tolerate the errors
committed by the students due to the fact that they are thought to be barriers to
language learning. Therefore, they are immediately corrected by the teacher.
Materials: The instructional materials are coursebooks which include situations and
graded grammatical structures and Vocabulary. The use of visual aids such as wall
charts, flashcards, and pictures are also common.
Syllabus Type: Situational Language Teaching makes use of structural and
situational syllabuses. The syllabus also includes a word list depending on the
situation and sentence patterns.
The Feelings of the Students: There are not any principles or information regarding
the feelings of the students in the language learning process as the method does not
mention or focus on the conditions for language learning.
Evaluation: The students are basically tested in terms of their pronunciation skills,
automatic control of structures and vocabulary via discrete-point tests, in which each
item assesses a single linguistic structure.
Techniques: Below are the frequently used activities and exercises in the method:
 substitution and repetition exercises
 demonstrations and body languages
 using realia, pictures
 dictation
 controlled oral-based reading and writing activities
Criticism: The Situational Language Teaching contributed to the correct
pronunciation and vocabulary development of the learners. However, it was criticized
in terms of the following aspects:
 The behaviorist approach to language does not account for the fundamental
features of language; that’s, the creativity and uniqueness of individual sentences.
Children do not acquire their first language through repetition and habit formation.
 The insistence on teaching new words and structures through dramatization,
demonstration and association without using the first language of the students
causes teacher to utilize roundabout ’techniques, which wastes most of the teaching
time.
 Errors are not tolerated in this method, which is most likely to cause stress
blocking the learning.
 There are not any communicative'actjvities through which the students could
engage in genuine interactions but the method is full of mechanical drills leading to
memorization of the words and sentence patterns.

(METHODS ERA CONTINUED)

TOTAL PHYSICAL RESPONSE
Total Physical Response is a language teaching method which has the underlying
assumption that the coordination of speech and action will enhance language
learning. It was developed by James Asher drawing from developmental psychology
and humanistic pedagogy. Asher aimed to construct an anxiety and stress-free
approach to foreign language teaching and learning focusing on the first-language
acquisition process.
Total Physical Response can be stated as a humanistic method since the game-like
movements and activities reduce stress; however, it is also structural because of its
principle of using imperative verbs as the core language input.
Total Physical Response is also called Comprehension Approach due to the
significance of listening comprehension. The main idea originates from child
language acquisition. Speaking is considered as a natural result of listening
comprehension.
Learning Theory: In this method, three important hypotheses can be observed:
Innate Bio-program: Asher contends the existence of an innate bio-program that
follows a process similar to first language acquisition while learning a foreign
language. From this point of view, Asher adheres to a naturalistic method of
language learning and accepts the natural order of acquiring language skills (i.e.,
listening, speaking, reading and writing), in the course of developing listening skills,
the students make a blueprint of the target language and follow a cognitive map to
further induce the rules of the target language.
Total Physical Response suggests that language learning should focus on
comprehension and the teaching of speaking skills should be postponed until
comprehension skills are established.
Brain Lateralization: The physical structure of the brain is basically divided into two
hemispheres: left and right. These two parts of the brain have different crucial
functions. For instance, left-brain is responsible for language comprehension and
production as well as analyzing, and criticizing. On the other hand, the right-
hemisphere is responsible for psychomotor skills, acting, drawing, games, non-verbal
language and metaphors. According to Total Physical Response, if both hemispheres
are activated, learning becomes effective and permanent.
Stress (an affective filter): Stress is believed to be intervening between the act of
learning and what is aimed to be learned. Thus, there is a learning principle in this
method saying that the lower the stress is, the greater the language learning takes
place. If the teacher focuses on meaning conveyed through physical actions rather
than on abstract grammar forms, stress and anxiety can be avoided.
Language Theory:Language is primarily considered to be oral, and it is likened to
the acquisition of first language, during which the students first listen and experience
a silent period and then oral language production follows. In addition, Asher puts
forward that a great many linguistic structures of the target language and many
lexical items can be learned from the skillful use of the imperative form. To him,
imperative verbs are primordial forms upon which language learning can be built and
organized. That's why command drills are frequently employed as a vehicle for
internalizing the vocabulary and grammar of the target language.
Goals and Objectives: The purpose of the method is to establish a stress-free
course and environment to reauce me learners’ inhibitions towards language
ISatTfmgnfaiso aims to make students respond physically to the verbal input and
form the baseline to be able to use the language communicatively.
The Role of Culture: Culture is viewed as the lifestyles of the native speakers, so
daily habits and behaviors, social life, and traditions should be taught to the students.
The Role of Mother Tongue: In general the meaning of the structures and the words
are conveyed by means of physical movements and demonstration. However,
sometimes the students’ first language is also used at the beginning of the language
learning process. After the introduction, the students’ first language is very rarely
utilized since the input is made clear via actions, there is no need to do so.
The Role of the Teacher: Because the lesson is organized around bodily kinesthetic
activities, actions and movement, the teacher behaves like the director of a stage
play. In the'lafer stages, the teacher is also being directed
The Role of the Student: Students initially have the role of actors and actresses in a
play. They are the followers of the teacher who commands and asks them to act
what s/he says. Generally, after they have taught ten to twenty hours of instruction,
students are expected to speak the language, so they are considered to be ready to
direct the teacher or their classmates.
Teaching Language Areas: Grammar and vocabulary are the emphasized
language areas. At the beginning, the students are not expected and supposed to
speak the language; that’s why pronunciation is delayed for later stages when the
students start to produce oral language.
Teaching Grammar: While teaching the grammar of the target language, the
imperative form plays a crucial role. Depending on the proficiency level of the
students, single-word chunks or multi-word chunks are utilized in imperative
sentences. The method requires the teacher to be creative in producing commands
with other grammatical structures as in the following examples:
• To teach “If clause type 1", the teacher might say: “Stand up if you were born in
Istanbul" or “Smile if you are wearing glasses".
Teaching Vocabulary: New lexical items are also presented in imperative forms.
Verbs are the core vocabulary to be taught. Other parts of speech like adjective,
adverb, and noun can be introduced together with the verbs. Objects, particularly
available in the surrounding environment are chosen to teach. One important
principle is to teach the words in chunks, rather than in isolation (e.g., clap your
hands, comb your hair)
Teaching Language Skills: The natural order of the skills for learning is listening,
speaking, reading and writing. Listening and physical response skills are emphasized
over oral production. Listening is very crucial owing to the fact that comprehension
constitutes the baseline of the method. The students are not forced to produce the
language orally at the beginning, so they are given some space to go through a silent
period
Interactions: Initially, the interaction is only from the teacher to the whole class,
where the students respond physically to the verbal input coming from the teacher.
Afterwards, interaction between the students and from student to the teacher also
occurs.
Error Correction: The teacher has the viewpoint that errors are inevitable part of the
language learning process; thus, the teacher should be tolerant towards students'
errors. However, it should also be noted that major errors should be corrected to
avoid fossilization. The corrective feedback should be given to the students gently in
order not to humiliate the students and not to increase the stress. When the students
reach advanced level of proficiency, minor language errors can also be corrected by
the teacher.
Materials: In particular, at the beginning of the learning process, no written texts are
used. Instead, objects in the classroom, visual aids, and bodily- kinesthetic language
tasks are frequently utilized. The imperative mood is the most common language
function used and taught even with the advanced level students.
Syllabus Type: The method organizes the content of the classes by means of a
sentence-based syllabus with grammatical and lexical criteria. Caretul attention is
paid to the meaning of the utterances rather than to the grammatical structures at the
initial stages.
The Feelings of the Students: The emotions and feelings of the students are put at
the centre of the method. For instance, the teacher does not push the students to
speak the language. When they begin to use the language orally, perfection is not
expected by the teacher. The level of stress and anxiety should be decreased by
means of zany/funny commands to make the students enjoy the course.
Evaluation: The students can be assessed through formal evaluations conducted
simply by giving commands to the students. When the students perform what the
teacher has asked them to act out, the teacher can immediately know if the students
know or understand the language. That is, the evaluation is basically carried out
through observations.
Techniques: Below are the frequently used activities and exercises in the method:
Commands The teacher uses imperative form to give commands as the major
techniques. The students are given commands and asked to perform them so that
the teacher can observe whether the meaning of the input is clear or not.
Role reversal After the students have gained ficient proficiency in the target
language.,. they switch roles with the teacher and command the teacher and
classmates to perform actions.
Action sequence The teacher can produce chain of imperatives for the students to
perform (e.g., '(Walk to the door, open the door, leave the class and knock on the
door).
Criticisms: Total Physical Response provides rapid and rather permanent language
gains for the students with lower proficiency level, and this helps the students
remember the learned lexical items for a long time. Moreover, the students are given
opportunities to respond actively, which increases their motivation to participate in
the activities. However, the method has received some criticisms:
• It’s difficult to teach the abstract lexical items and complex grammatical structures
since it is based on the use of imperatives. It is not applicable with the students
having higher proficiency level in the target language.
Pronunciation is not paid the necessary attention it requires.
The method only works well with the students who are extrovert, volunteer and
active. However, inactive students may not want to engage in the bodily-kinesthetic
activities.
WHOLE LANGUAGE APPROACH
It was developed by a group of US educators who were interested in teaching the
literacy skills; reading and writing. The main purpose of this approach was to enable
the students to apply the language in real-life social situations relevant to the needs
and interests of the students.
Language theory: Language is viewed as a vehicle for establishing personal
relations with the people. In other words, it adopts an interactional perspective
towards language.
Learning theory: Knowledge is not transmitted from the teacher to the students. In
contrast, it is socially constructed by building on the previous experiences. There is
an emphasis on learning authenticity due to the simple fact that only applying what
has been learned in a real situation can help the students internalize the language
content. It has also a holistic view towards language, which displays that language is
a whole and should not be broken down into its units like grammar, vocabulary,
reading and writing. Yet, it should be taught as a whole. Therefore, it suggests that
phonics teaching is not an effective way of teaching reading and writing.
Authentic materials and tasks, real-life situations and social practice of language are
essential aspects of the Whole Language Approach.
Tenets and major principles of Whole Language Approach
 Language is a vehicle for human interaction. E.g,, there needs to occur a
socially-established relationship between the writer and the reader.
 Language is taught holistically, not in separate parts such as grammar and
vocabulary.
 All language skills and areas are taught integratively. An important aspect of
teaching language skills, however, is that reading is done for the sake of
comprehension and for real purposes, and writing is done for real audiences not
to practice writing skills.
 Artificial texts, materials and exercises which are designed to teach vocabulary
and grammar are not employed. Instead, authentic literature, materials and tasks
are used.
 It mainly addresses to the needs of the students by focusing on real-life events
and contexts. This leads to another significant principle that learner-centred
learning and teaching should be carried out. Namely, the students should have a
say over the choice of instructional materials, topics, activities and the partners
they would like to work with.
 Errors are viewed as natural signs of learning not a failure, so they are tolerated
but major errors are corrected by the teacher.
 The teacher is a facilitator and an active participant in the learning community
and students are cooperative learners and evaluators of their own and their
classmates’ learning.
Techniques: Below are the frequently used activities and exercises:
 Individual and small group reading and writing activities
 Reading authentic texts and writing to a real audience
 Portfolios including authentic tasks
 Student-made books, journals or magazines
 Story writing, e-mail, CV and letter writing
 The use of process-writing
Criticisms: The Whole Language Approach supplies the teacher with a classroom
environment where real-life language use and purposeful activities are carried out in
authentic situations for social practice of the target language. However, it neglects
spelling and pronunciation skills as it often emphasizes the development of reading
and writing skills holistically.
MULTIPLE INTELLIGENCES
The psychologist and professor of neuroscience Howard Gardner argued against the
traditional understanding of intelligence. There was a common conceptualization that
people who were good at mathematics and who had logical/mathematical thinking
were intelligent. Gardner had a new vision on intelligence and a pluralistic view
towards the concept. According to him, intelligence should not be considered only in
terms of logical / mathematical or linguistic abilities. His early work in psychology and
later in
human cognition and human potential led to the development of the eight intelligence
types. Gardner states that every individual possesses all intelligence types though at
different levels.
Verbal I Linguistic using language to present ideas, express feelings or
intelligence persuade others
understand, use, and manipulate written or spoken words.
Logical I reasoning, logical thinking; handling mathematical problems
mathematical use numbers correctly and understand abstract relationships
intelligence
Visual/spatial creating and interpreting visual images; thinking in three
intelligence dimensions / ability to form a mental model of a space world and
to maneuver using this model.
Bodily/kinesthetic feeling and expressing things physically; doing hands on
intelligence work / ability to solve problems or develop products using the
body or parts of it
Musical/rhythmic creating and feeling a rhythm to express a mood; detecting
intelligence and analysing musical themes / perceive, distinguish,
transform, express sounds, and musical forms
Intrapersonal understanding your own interior thoughts and feelings in a
intelligence (within very clear way emotional intelligence
the self) ability to self-discipline and self-understanding
Interpersonal understanding the feelings, needs, and purposes of others,
 intelligence what motivates them, how they work, and how to work with them
(between people) cooperatively. emotional intelligence
Naturalist understanding nature, seeing patterns in the way nature
intelligence works; classifying things / ability to appreciate, categorize,
classify, explain, and connect everyday life with nature.
Multiple Intelligences Approach can be used to develop curriculum, plan instructions,
select course activities and related assessment tools. When the teacher designs and
uses a range of meaningful and appropriate methods, activities and assessments
depending on the dominant intelligence types of the students, it is highly likely that
the students become motivated to learn.
Instructions designed to help students develop their strong aspects can also trigger
their confidence to develop areas in which they are not as strong.
Language theory: This apprpach does not regard language only as a set of
linguistic units. Language is not restricted to “linguistic" perspective but it
encompasses all aspects of communication such as rhythm, pitch, tone as well as
body, music and interpersonal relations.
Learning theory: It has no particular learning theory. However, it proposes that
every individual is unique and has his/her own learning styles, strategies,
preferences, and background that enable him/her to learn more effectively.
Moreover, it suggests that organizing the instructional materials and tasks around
different intelligence types maximizes the effectiveness of teaching and learning.
 Learners have different individual learning styles, preferences and intelligences; hence,
teachers should be aware of these differences, and accommodate the way they teach the
language content to the students’ needs.
Tenets of Multiple Intelligence Theory
 Multiple Intelligence Theory does not provide any purposes in linguistic forms. Instead,
it provides necessary conditions to make students aware of the best way to design
their own language learning experience.
 There is no prescribed syllabus, yet there is a basic developmental order provided as
an alternative to syllabus, which is composed of four stages:
o STAGE 1. Awaken the intelligence
The students can be given opportunities to be sensitized to the properties of
objects and events by means of multisensory experiences (i.e., touching, smelling,
seeing, hearing and tasting).
o STAGE 2. Amplify the intelligence
Students are enabled to develop and strengthen the intelligence.
o STAGE 3. Teach with/for the intelligence
The intelligence is linked to the aim of the language class via worksheets, pair and
group works and discussions.
o STAGE 4. Transfer of the intelligence
Students are invited to reflect on what they have experienced in the earlier stages.
They also relate their in-class experiences to the outside world.
 “Variety is the spice” is the stance that the teacher should take in this theory.
Therefore, they should present rich and balanced mixture of learning activities
appealing to different intelligences.
 "One size fits all” is an important principle which refers to the case that every student
has to engage in all the exercises to develop all types of intelligence.
 Considering the various dimensions of language such as level, function and the nature
of the linguistic structure, the teacher should pick a tool to suit the job; that is, they
should choose the most suitable and effective multiple intelligence activity among
many others.
Techniques: The table below displays the frequently used activities and exercises in the
method depending on the intelligence types.
Linguistic Intelligence Bodily/Kinesthetic Intelligence
• lectures • creative movement
• small- and large-group discussions • Mother-may-I?
• books • cooking and other "mess" activities
• worksheets • role plays
• word games • hands-on activities
• listening to cassettes or talking books • field trips
• publishing (creating class newspapers • mime
or collections of writing)
• student speeches Musical Intelligence
• storytelling • playing recorded music
• debates • playing live music (piano, guitar)
• journal keeping • music appreciation
• memorizing • student-made instruments
• using word processors • singing
Logical/Mathematical Intelligence • group singing
• scientific demonstrations • mood music
• logic problems and puzzles
 • science thinking • Jazz Chants
• logical-sequential presentation of Intrapersonal Intelligence
subject matter
• creating codes • independent student work
• story problems • individualized projects
• calculations • options for homework
• inventories and checklists
Spatial Intelligence • personal journal keeping
• charts, maps, diagrams • self-teaching/programmed instruction
• videos, slides, movies • reflective learning
• art and other pictures • journal keeping
• imaginative storytelling • interest centers
• graphic organizers • self-esteem journals
• telescopes, microscopes • goal setting
• visual awareness activities
• visualization Interpersonal Intelligence
• photography • cooperative groups
• using mind maps • peer teaching
• painting or collage • group brainstorming
• optical illusions • conflict mediation
• student drawings • board games
• pair work

Criticism: Multiple Intelligence Theory takes into consideration the individual differences
resulting from different learning styles, preferences, and intelligence types so that it can
establish the most effective language learning environment through appropriate materials
and activities. However, since activities, tasks and materials should be designed
considering all these variables, and it requires as many various types of activities as
possible, it is really challenging and demanding on the part of the teachers. It is also hard
to implement in crowded classes.
NEURO-LINGUISTIC PROGRAMMING (NLP)
Neuro-Linguistic Programming is as an alternative form of therapy developed in 1970s by
John Grindler and Richard Bandler. It is not a language teaching and learning method in
nature. Grindler and Bandler examined successful people's thought patterns, beliefs and
behaviors with the purpose of coming up with a set of assumptions to teach other people
to make them successful as well. Through relaxation techniques like breathing exercises
or guided imagery activities, the students are relaxed emotionally and made mentally alert.
It strongly claims that our behaviors are deeply affected by our thoughts and emotions.
Thus, NLP trains the students to eliminate their negativity and decrease anxiety and
transform them into positive ones.
Neuro-Linguistic Programming is concerned with how people affect each other and how
successful people’s attitudes and beliefs can be imitated by others. Modeling is a central
concept in NLP practice. It aims to train people to develop self-awareness and effective
communication so as to fulfill their aims.
The components of NLP are explained as follows:
NEURO LINGUISTIC PROGRAMMING
we experience the refers to the way we use language training ourselves to
world through our to make sense of the world, think, speak and act
senses and represent conceptualize and experience. In positively with the
 it in our minds via our NLP, linguistics is the study of how aim of releasing our
neurological the words you speak influence potential and
processes your and other's experiences reaching our aims

FOUR KEY PRINCIPLES OF NLP

There are four principles central to Neuro-linguistic Programming:
Outcomes: The first key principle can be defined as knowing what you want to achieve.
When this principle is considered in terms of ELT both on the parts of teachers and
learners, setting a target initiates the process of success.
Rapport: through which people can minimize the differences and maximize the similarities
between people so as to constitute rapport not only with themselves but also with others.
Since language means communication, while learning and teaching a foreign language,
rapport can ease the complex and difficult process of language learning and/ or
acquisition.
Interpersonal relations between the teacher and the students are given much importance
in NLP. This metacommunication; that’s, rapport, linkage and authority can facilitate
language learning to a great extent since students feel comfortable and safe when trying to
learn to communicate in a new and different language.
Sensory acuity: is to identify what other people express verbally and non-verbally, which
is very much related to the VAKOG system mentioned below.
People experience, process and store information in different ways through their senses,
which is called as representational systems (VAKOG system, an acronym for the words
used at the beginning of the following items):
 Visual, to look and see
 Auditory, to hear and listen
 Kinaesthetic, to feel, which includes touch, movement and emotion
 Olfactory, to rely on our sense of smell
 Gustatory, to rely on our sense of taste
Flexibility: in NLP it is presupposed that changing the means that have not done any
good to reach your goals is what you need to do. This is defined as 'flexibility' and trying to
manage things in different ways and having and finding a wide range of skills to fulfill your
dreams require being flexible and strong-minded.
BİLİNÇALTI
Bilinçaltımız kişiliğimizin farkında olmadığımız, kontrolümüz dışındaki parçasını temsil
etmektedir. Diğer bir deyişle bu, buzdağının görünmeyen kısmıdır. Bilinç, ise kişiliğimizin farkında
olduğumuz parçasıdır, yani “ben” dediğimiz zaman kastettiğimiz kişilik bölümüdür.
Beynimizin üstünde yerleşik olan ve sadece insan beynine özgü olan “korteks” adı verilen parça,
bilincin beyinde konuşlandığı yerdir ve üst beyin olarak adlandırılmaktadır.
Görüntüleme teknikleri, bilincin devrede olduğu her türlü etkinlikte bu bölgenin aktif olduğunu
ortaya koymaktadır. Bilinçaltı ise “subkorteks” olarak adlandırdığımız alt beyin bölgesinde
konuşlanmıştır ve bu bölgenin işleyişi üst beyinle koordineli olmakla beraber bağımsızdır.
Bilinç dediğimiz zaman şu anda farkında olduğumuz her şeyi anlatıyorum demektir. Bilincimiz
olayları analiz eder, mantık dediğimiz o süzgeçten geçirir.
Bilinçaltımız ise geniş bir bilgi bankasıdır. Bir bilgisayarın harddiski gibidir. Bilinçaltı,
değerlerimizi, inançlarımızı, kalıplarımızı depolar, beden fonksiyonlarımızı kontrol eder, tüm
yaşantımızdaki yaşadıklarımızı, acılarımızı, mutluluklarımızı, duygularımızı saklar. İnançlarımız
bilinçaltında şekillenir. Davranışlarımız, tepkilerimiz orada biçimlenir. Bir olay karşısındaki
duygusal tepkimiz bilinçaltımızda birikmiş bilgilerin eseridir. Gelecekle ilgili kaygılarımız da
buradan köken alır. Bilincimiz bilinçaltında birikenleri yargılar, eleştirir, kabul eder veya etmez,
bilinç işine yaramadığına inandığı bilgileri bilinçaltına geri gönderir.
Bilinçaltının özellikleri nelerdir?
1. Olumsuz yönergeleri algılayamaz: Eğer yönergelerimizin bilinçaltını da kapsayacak şekilde
etkili olmasını istiyorsak bu, kesinlikle olumlu olmalı. Örneğin, “Pembe bir fil düşünme”
dediğimizde alt beyin bölgesi bilinçten bağımsız olarak hemen pembe bir fil imgelemeye
çalışacaktır.
2. Geçmişi referans alır: Bilinçaltımız bir durum, nesne, kişi ya da olay ile karşılaştığında arama
motoru misali, saniyenin onda biri kadar kısa bir süre içinde hafızayı tarayarak ilgili deneyimlere
ulaşır. Bu özellik geçmişin günümüzü güçlü bir şekilde etkilemesine neden olur.
3. Yararlılık ilkesiyle çalışır: Diğer bir deyişle, çıkarcıdır. Yönergelerimizin bilinçaltını harekete
geçirebilmesi için kesinlikle birinci ya da ikinci derecede kazanımlar içermesi gerekir.
4. Korumacı bir tavrı vardır: Bizim açımızdan tehdit oluşturabilecek bir durumda bilincin
onayına başvurmadan harekete geçer. Ani durumlarda ortaya çıkan refleks davranışları gibi.
5. Acıdan uzak kalmaya çalışır: Sorun yaşanabilecek durumlardan bizi uzak tutmaya çabalar. Eğer
bir öğrenci ders çalışma süreçlerinde ailesiyle problem yaşamışsa, beyin onu dersten uzak tutmaya
çalışır.
6. Daima uygun olan seçeneği tercih eder: Bu özelliği ölümü görüp sıtmaya razı olmak şeklinde
de açıklayabiliriz. Çoğu zaman üçüncü bir seçeneği aramak yerine mevcut iki şık içinden uygun
olanını tercih eder.
7. Peşin olanı vadeliye tercih eder: Acelecidir, beklemeyi sevmez.
8. İhtiyaçları karşılamaya çalışır: Günümüz tüketim toplumunda insanların bilinçaltlarını
tüketime yöneltebilmek için sanal ihtiyaçlar üretilir.
9. Eksik parçaları tamamlamaya çalışır: Yarım kalan işler ve süreçler beynimizi meşgul eder.
Sonu belirsiz diziler, yarım kalmış projeler gibi. Örneğin, psikolojik savaşta bulanık ve eksik
bilgiler bilinçaltının tamamlamasına bırakılarak insanların iç âleminde istenmeyen algılar
oluşturulmaktadır.
10. Problemleri çözmeye çalışır: Bilinçaltınızın bir konu ile ilgilenmesini istiyorsanız onu bir
problem haline dönüştürün; bütün gücüyle ona yönelecektir.
12. Eşleşmeler aracılığıyla öğrenir: Yeni bir bilgi ile ilgili yeni bir dosya açmak yerine onu
zihnimizde var olan yerleşik bir bilgi ile eşleştirir.
13. Genellemeler yapar: Özel olaylardan hareketle genel yargılara ulaşır ve daha sonraki
aşamalarda dünyayı bu genellemeler sonucu oluşmuş ön kabuller algılar.
Bilinçaltımız doğduğumuz andan itibaren her şeyi ama her şeyi arşivine atmaktadır. Bu arşivde
bizim tanrısal ışığımızı yansıtmamızı engelleyen negatif kalıplar, inançlar, duygular, düşünceler
de vardır. Bütün bunlar hayatımızın erken dönemlerinde birisi tarafından incitildiğimizde,
yargılandığımızda, eleştirildiğimizde geliştirmiş olduğumuz gibi geçmiş yaşamlarımızdan veya
atalarımızdan da bize miras kalmış olabilir.
Biz bu negatif duyguları, inançları, kalıpları, nedenleri bilinçli olarak hatırlamasak ta bilinçaltı
zihnimiz bunları sürekli hatırlar, bunları tetikleyen her olayda ortaya çıkararak bizlerin bu kalıplara
göre hareket etmemize neden olur ve tabiî ki bu davranışlarımızın sonucunda hem kendimiz hem de
çevremiz zarar görür.
Presuppositions of NLP
Below are the thirteen presuppositions of NLP that guide language teachers and
educators:
The map is not the area / territory. We all have different conceptions of the world, but none of
these represents the world completely and accurately. People do not react / respond to reality itself,
but on their own representation / map of reality.

There are no errors - only feedback. / In communication there is no such thing as failure, only
feedback. Every reaction and every event can be used as feedback and as an opportunity for
learning. Seen as feedback, they provide important clues as to whether a certain solution is
appropriate and if not they invite us to search for new ways. / You must have had times of severe
stress when you did not behave the best way, because at that moment you just didn't see a better
option.

There are no right or wrong models in the world. However, some models are more useful than
others for performing certain tasks. If you want to go on a hike with a car atlas who is not using
such a useful model at the moment. The hike would be easy with a hiking map. Nevertheless the
Autoatlas not wrong. / Everyone sees the world differently. We perceive the world through our own
channels of perception. As we do so, we filter out a great deal of information. From the remaining
impressions, noises, pictures and smells we form our own map of the world. However, we often
forget that this is only one interpretation and not the real world.

Every human being has all resources within him/her. / People already have all the resources
they need for every desired change. In NLP we assume that people are full of resources. But
sometimes they do not have access to them. Then an experienced programmer helps to restore
access. With appropriate resources, people can solve problems and accomplish amazing things. /
The aim of NLP is to activate our own resources at the right moment and to use them in an optimal
way.

People make the best subjective choice within their model of the world. If people have different
and more appropriate ways of meeting their needs, would they do not do much of what sometimes
seems to happen out of pure malice.

Behind every problematic behaviour/symptom (however serious) there is a good intention. All
behaviour is intended to have a positive function in the life of the person concerned, independently
of possible negative side effects. / Every behaviour is trying to achieve something positive in that
person's life, regardless of possible, negative side effects. An illness, for instance, can be interpreted
as a positive message from the body.

For every behaviour there is a context in which it can be useful or useful.

Once learnt, never forgotten, i.e. this behaviour has led to success at some time in the past. Learned
is learnt, which means that the behaviour will eventually lead to the desired goal. The aim is to
develop more choices in addition to this behaviour.

Resistance on the client's side means lack of flexibility of the consultant. / There are no
resistant people/clients, only inflexible communicators/consultants. Resistance does not result
from malice of the opponent, but is an indication of missing repeat. The consultant can therefore do
something himself to ensure that the connection to the client is correct. / Resistance is not the
unwillingness of others but a sign of a lack of rapport. When faced with resistance, what is needed
may be a (new) effort at establishing a rapport rather than a stronger argument.

If something does not work, do something else. All too often we expect that we just have to try it
long enough. But when you run into the wall, then it can take quite a long time to get through them.
So it would be good to try a different approach and for example to look for a door. / If we are
flexible, we will regard every reaction as an outcome and thus as valuable information.
 1. Mind and the body are interconnected: they are parts of the same system, and
each affects the other
2. The map becomes the territory: what you believe to be true either is true or
becomes true
3. Knowing what you want helps you to get it
4. Communication is non-verbal as well as verbal
5. The non-conscious mind is benevolent
6. Communication is non-conscious as well as conscious
7. The meaning of my communication is the response I get
8. Modeling excellent behavior leads to excellence
9. In any system, the element with the greatest flexibility will have the most influence
on that system (Revell & Norman 1997: 15)
Below is a sample lesson plan designed in line with NLP:
WONDERFUL WORDS
Purpose To enhance enjoyment of the language
Language focus Vocabulary, spelling
PROCEDURE Tell students that these words are some of the most attractive words
in English
summer murmur darling silken willow golden
caress tranquil crystal mellifluous peace autumn

Ask students to think first individually, and then to discuss in pair:

 Which are your favorites? Put them in order. Why do you like them?
 How is the look of the word on paper?
 How is the sound of the word as you say it?
 What is the feeling that you get about what the word represents?
 Is there another reason?
 Are there any words here that you don't like? Why not?
 Add three (or more) words you like. Also, add a few words you don’t like. Think
about why.
Asks students-individually- to choose one word they like most of all and write it down.
They, then, mime it to their partner who must guess what it is. Invite students to turn to say
their words out loud (and check by asking: Can anyone remember Paulo's word? etc.)
Students work with a partner and make a sentence containing both their words – again
reading/acting out their sentence for the rest of the class to enjoy. (Revell & Norman 1999:
61).