NLP Technique: A Pre-Listening Activity in Enhancing Listening Skill – A Pilot Study

NLP Technique: A Pre-Listening Activity in Enhancing Listening Skill – A Pilot Study

Subbu Nisha M. (Vellore Institute of Technology, Chennai, India) and Rajasekaran V. (Vellore Institute of Technology, Chennai, India)
DOI: 10.4018/978-1-7998-3464-9.ch014
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Listening skill is an important employability skill that helps learners comprehend any piece of information. The study aims at developing the listening skill of students at the tertiary level. As listening has been neglected in language learning and teaching and students are not much exposed to listening skill, the researcher has focused on developing the listening skill of students. The researcher has attempted to carry out a pilot study with a group of twenty students in order to assess the efficacy of NLP technique in developing listening skill. It was found that NLP technique is quite useful in improving listening skill. At the end of the study, it has been found that NLP is an appropriate tool and it can be used for further study with regard to developing the listening skill of students.
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Literature Review


The term neuro linguistic programming (NLP) is a combination of three areas. The word, neuro refers to the nervous system, ‘Linguistics’ to the language and ‘Programming’ to the way, thoughts are sequenced into actions. According to Hardingham (1998), “NLP has been seen as one of the resources to enhance effectiveness of language instruction.” Milrood, (2004) defined, NLP, “as an approach to language teaching which has claimed to achieve excellence in leaner’s performance.” Zorica, (2006) opined that “language classrooms have become more effective and interesting with NLP techniques.” Tosey and Mathinson, (2010) reported that, “NLP has been accredited as one of the distinct approaches to enhance communication skills, learning skills and personal skills which has been utilized to a large extent in the field of education.”

Listening Skill

Goss (1982) defined listening as a “process of understanding what is heard and organizing it into lexical elements to which meaning can be allocated.” Horwitz, Horwitz and Cope (1986) stated that, “there is a significant correlation between anxiety and language skills and that the anxiety-inducing psychological characteristics are influential on speaking and listening.” Hamouda (2013) opined that, “EFL learners have crucial problems in listening comprehension because universities pay attention only to grammar, reading, and vocabulary.” Chastain (1971) stated that “the goal of listening comprehension is to comprehend the language at normal speed in an automatic condition.” Krashen’s Input Hypothesis (1985) makes the claim that “comprehensible input is the primary source of language acquisition.” Rost (1994) acclaimed that since listening provides input for the learners, it is a vital skill in language classrooms.” It is therefore evident that listening is vital, as it is used as a means of learning in every phase of communication.


Listening Sub-Skills

Developing listening skill is mainly based on developing its sub skills. Learners, who strive to enhance listening, need to develop its sub skills in order to comprehend the content of the text. According to Harmer (2007), “the primary sub-skills of listening are listening for gist/general information, listening for specific information and listening in detail.”

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