Proceedings of the 1st International Conference on Language, Innovation, Culture and Education 2015
ISBN 978-967-13140-6-7

Development of a Sourcebook Using Neuro-Linguistic Programming Technique in Teaching English as a Second Language

Rohaida Maunting-Derogongan

Mindanao State University, Philippines


The descriptive survey method of research is used to determine the effectiveness of the source book which was tried out to the 726 Technological Institute of the Philippines Manila Campus students who were enrolled in English 113.The findings revealed that 726 or 100 per cent of the respondents prefer pictures, words and songs to be included in the sourcebook. All the students preferred a one skill at a time and using songs and pictures approaches to be employed by the teacher. The Sourcebook must be prepared in the form of a content-based instructional material. It must include drills that would give ample approaches to develop among the learners good sense of collaborative learning, integrative global language proficiency and contextual communicative competence in meaningful situations. Moreover, the sourcebook must use both print and non-print teaching aids as supporting materials. 1. School Administrators. Provision of a continuous faculty development program in the form of seminars and workshops that could update the teaching competencies of English professors on practical approaches to teaching. 2. School Administrators. Provision of in- service education to acquaint the teachers on the use of materials to be included in teaching. 3. Curriculum Planners. Reassess the kind of textbooks to use for language teaching. The Development of comprehension skills and communicative competence should be accorded of equal importance as grammatical analysis in teaching speech laboratory class. 4. English Professors. Develop a self-made sourcebook using various instructional aids which includes visual materials, aural presentations and semi-abstract thoughts in teaching the language. a. To develop the thinking, communicative and social skills, the materials in the sourcebook must provide songs and pictures that could be used in pair or group discussions where proper decorum in expressing ideas is observed. b. To train students to guess meanings of new words by context clues, the sentences, songs and pictures must include hints that would discourage learners to be dictionary dependent. c. To develop in them important concepts and details of the materials, provide simple comprehension questions for students to answer. d. To serve its purpose, the materials prepared must be maximally used based on time allotted. 5. Parallel studies. Should be undertaken on other English subjects.


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