Main Article Content

Gunay Talib HAJIZADA


The aim of this article is to identify how the use of neuro-linguistic programming helps to address students’ individual motivational needs and improve their interest level, comprehension in EFL classes. The article allows seeing important factors missed with traditional analysis in the process of teaching a foreign language and offers practical solutions which tend to intensify associative thinking, boost student’s intrinsic motivation, help them make full play of their subjectivity, creativity and initiative. It provides a clear view about the effects of internal factors on learners’ motivation and learning. It investigates psycholinguistic aspects of problems regarding the teaching process, learner motivation and engagement. The studies of intrinsic versus extrinsic goals mentioned in the article indicate that being oriented toward more intrinsic goals results in more positive learning, performance and leads to greater psychological well-being. The success of the teaching process is associated with the building of efficient rapport between teacher and student as well as the avoidance of a monotonous teaching style. The article strongly promotes the idea that learners’ neuro-physiological state and beliefs about learning and about themselves as learners strongly affect their learning capacity. It shows that NLP techniques can enrich students’ mental maps, change their beliefs at an unconscious level, which stimulates students to explore their inner potential and study language with enthusiasm.

Article Details

Author Biography

Gunay Talib HAJIZADA, Baku Slavic University, Azerbaijan

PhD candidate at the Department of English Philology


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