Students Motivation: The Space of Neuro-Linguistic Programming (NLP) in the Second Language Classroom

This research paper focusses upon the space of Neuro-Linguistic Programming in the students’ motivation of the second language classroom. Motivation plays a crucial role in learning. Brown defines motivation as an inner drive, impulse, emotion or desire that moves one towards a particular action (Brown 1994). Second language acquisition turns out to be easier when the learner has got a strong inner drive or impulse to learn it (Dornyei, Z 2001). NLP, founded by John Grinder and Richard Bandler in the 1970s, brought out many types of patterns of human behaviors which could be manipulated for outstanding results in the entire faculties of human lives. It says that devising proper techniques of NLP, Students motivation could be accelerated. Of late, there is an increasing demand for NLP techniques and approaches in education and business domains. According to Mathison, Neuro-Linguistic Programming can be made use of to enhance motivation. It claims to help achieve excellence of performance in language teaching and learning, improve classroom communication, optimize learner attitudes and motivation, raise selfesteem, facilitate personal growth among students, and even change their attitude to life (Thornbury, 2001). NLP uses techniques like Swish Technique, Rapport, Modeling, Outcome, Reframing, Anchoring etc to boost up motivation among learners so that the students get a new enthusiasm and purpose in the language classroom which ultimately helps them achieve their learning objectives quite faster. This paper is the outcome of the research which was conducted among the EMEA College UG students of Kerala, India employing NLP techniques along with their text. Questionnaire-based pre-test and post-test analysis have been made to find out the results of the experiment. The study confirms that NLP techniques could be employed for enhancing motivation among second language learners of English.

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