| dc.creator |
Clementina Niţă, Sorin Enea |
|
| dc.date |
2011-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:12:33Z |
|
| dc.date.available |
2015-07-20T22:12:33Z |
|
| dc.identifier |
1583-2236 |
|
| dc.identifier |
https://doaj.org/article/da4c50ecf10043578fe46d031741a19e |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/15316 |
|
| dc.description |
This article is focus on NLP as a tool helping to improve personal excellence in teaching languages. NLP states that learning begins in the students’ frame of reference and thus, it is important for teachers to increase their interpersonal skills and ability to recognize it. A map of how language operates is drawn by the Meta Model - a tool for a fuller understanding of what people say -, which deals with the concepts of surface structure and deep structure. The meta programs deal with deletions, distortions and generalisations which appear in language during communication. Establish rapport is a helpful method to create favourable teaching atmosphere and humanising teaching is a way to improve students’ performance. |
|
| dc.language |
French |
|
| dc.language |
English |
|
| dc.language |
Russian |
|
| dc.language |
German |
|
| dc.publisher |
University of Pitesti |
|
| dc.relation |
http://www.upit.ro/index.php?i=2255 |
|
| dc.relation |
https://doaj.org/toc/1583-2236 |
|
| dc.source |
Studii si Cercetari Filologice. Seria Limbi Straine Aplicate, Vol 10, Iss 2011, Pp 166-168 (2011) |
|
| dc.subject |
NLP |
|
| dc.subject |
language teaching |
|
| dc.subject |
meta programme |
|
| dc.subject |
disruptive behaviour |
|
| dc.subject |
excellent communicator |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Linguistics |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Linguistics |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.title |
GENERAL ASPECTS OF NLP IN TEACHING LANGUAGES |
|
| dc.type |
article |
|