Issues of Student Lexical Skills Development in English Classes of Secondary Professional Education with the Use of Neurolinguistic Programming in Distance Learning Environment

The article discusses the issue of development of lexical skills of secondary vocational education students in English classes with the use of elements of neurolinguistic programming (NLP) in distance learning environment. The authors make an attempt to solve the problems arising in building lexical skills in adolescent distance learning students (desire to be independent; fear of being ridiculous, desire to assert oneself; increased anxiety, negativism to criticism; trust only in those professors who enjoy authority among students; interest to problem solving, decreased motivation to learn). From the principles of NLP (the principle of subjective perception of reality; the principle of permanent change in human consciousness as a result of interaction with surrounding reality); elements of NLP (personality-oriented approach; creating a system of effective beliefs; taking into account the main channels for obtaining information; creating a system of effective beliefs, a clear learning route) and NLP techniques (determination of the type of student motivation; presentation of the “route of movement”, learning objectives, student assessment criteria and methods of promotion; determination of the student's main programming language, the use of “access keys”, “anchoring”; consideration of the psychophysical characteristics of students; selection of relevant examples; accounting for color gamut visual presentation of information; emphasis on the behavior of the teacher himself; creating a situation of increased emotional arousal; taking into account the student's modality at the stage of introducing new vocabulary, the energies of the three receive channels, use of imaging technology information; training based on compact reference signal), microstrategies of mastering the vocabulary of a foreign language (microstrategies to create the necessary emotional background; microstrategies aimed at memorizing visual and auditory images of a word and their correlation with the semantic component; combining the two previous microstrategies), the authors offer a set of exercises aimed at building lexical skills. The article also provides an analysis of individual existing teaching materials for students and proves the necessity for additional testing of English vocabulary based on them.