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YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM

Year 2016, Volume: 2 Issue: 1, 13 - 20, 19.02.2017

Abstract

 The main object of this article is to discuss Neurolinguistics Method, a new language

teaching method in the foreign language teaching, which has become a systematic

method with Netten and Germain’s researches and has been implemented under the name

Français Intensif in Canada. This new method brings different perspectives to language

concept and language teaching in the light of the developments in neurolinguistics and

pedagogy fields. Thus, some of the reasons for language learners’ difficulties in the






acquisition and development of verbal discourse skills will be also discussed.

References

  • Anderson, J. (1990). Cognitive psychology and it’s implications (3e ed.). New York: NY:W.H. Freeman.
  • Dekeyser, R. (1998). Beyond Focus on form : Cognitive perspective on learning and practicing second language grammer. In I. D. (Red), Focus on form in classroom second langugae acquisition (pp. 42-63). Cambrigde, United Kingdom: Cambridge University Press.
  • Ellis, N. (2011). Language acquisition just Zipf’s right along. Conférence, Université du Quebec à Montréal.
  • Germain, C., & Netten, J. (2011). Impact de la conception d’acquisition d’une langue seconde ou étrangère sur la conception de langue et de son enseignement. Synergies Chine, 6, 25-36.
  • Harley, B., Hart, D., Lapkin, S., & Scane, J. (1991). Baseline data for OAC performance in core French. Toronto, Canada.: Ontario Institue for Studies in Education, Modern Language Center, University of Toronto.
  • Nacar-Logie, N. (2013). Fransızca Öğretmen Adaylarında Sözlü Söylem Becerilerinin İyileştirilmesi. Turkish Studies, 8/10, 451-458.Netten, J., & Germain, C. (2012). A new paradigm for the learning of a second or foreign language:The neurolinguistic approach. Neuroeducation, 1(1), 85-114.
  • Netten, J. (2001). Etude explortoire des relations entre démarches d’enseignement et caractéristiques d’aisance de précision en production orale et en production écrite d’élèves de sixième année en français intensif à Terre-Neuve. Ph.D. Education, Montréal, Université du Quebec `Montréal, 206 p.
  • Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory : Implications for bilinguism. In D. N. Ellis, Implicit and explicit learning of second languages (pp. 393-414). London, England: Academic Press.
  • Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins Publishing Co.
  • Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: John Benjamins Co.

YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM

Year 2016, Volume: 2 Issue: 1, 13 - 20, 19.02.2017

Abstract

 Bu çalışmanın ana amacı nörodilbilim ve pedagoji alanlarındaki gelişmeler ışığında

dile ve dil öğretimine farklı bir bakış açısı getiren, Netten ve Germain’in çalışmalarıyla

sistemli bir yöntem haline gelen ve Kanada’da Français Intensif (Yoğun Fransızca) adı

altında uygulamaya geçirilen yabancı dil öğretiminde yeni bir yaklaşımı irdelemek ve bu

yaklaşımın günümüz yabancı dil öğretiminde uygulanan yaklaşımlardaki farklarını ortaya

koymaya çalışmaktır. Böylece dil öğrenenlerin günümüzde sözlü söylem becerilerinin

kazanımı ve geliştirilmesinde yaşadıkları güçlüklerin nedenlerinden bazıları da






irdelenmiş olacaktır.

References

  • Anderson, J. (1990). Cognitive psychology and it’s implications (3e ed.). New York: NY:W.H. Freeman.
  • Dekeyser, R. (1998). Beyond Focus on form : Cognitive perspective on learning and practicing second language grammer. In I. D. (Red), Focus on form in classroom second langugae acquisition (pp. 42-63). Cambrigde, United Kingdom: Cambridge University Press.
  • Ellis, N. (2011). Language acquisition just Zipf’s right along. Conférence, Université du Quebec à Montréal.
  • Germain, C., & Netten, J. (2011). Impact de la conception d’acquisition d’une langue seconde ou étrangère sur la conception de langue et de son enseignement. Synergies Chine, 6, 25-36.
  • Harley, B., Hart, D., Lapkin, S., & Scane, J. (1991). Baseline data for OAC performance in core French. Toronto, Canada.: Ontario Institue for Studies in Education, Modern Language Center, University of Toronto.
  • Nacar-Logie, N. (2013). Fransızca Öğretmen Adaylarında Sözlü Söylem Becerilerinin İyileştirilmesi. Turkish Studies, 8/10, 451-458.Netten, J., & Germain, C. (2012). A new paradigm for the learning of a second or foreign language:The neurolinguistic approach. Neuroeducation, 1(1), 85-114.
  • Netten, J. (2001). Etude explortoire des relations entre démarches d’enseignement et caractéristiques d’aisance de précision en production orale et en production écrite d’élèves de sixième année en français intensif à Terre-Neuve. Ph.D. Education, Montréal, Université du Quebec `Montréal, 206 p.
  • Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory : Implications for bilinguism. In D. N. Ellis, Implicit and explicit learning of second languages (pp. 393-414). London, England: Academic Press.
  • Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins Publishing Co.
  • Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: John Benjamins Co.
There are 10 citations in total.

Details

Journal Section ARTICLES
Authors

Alaskar Özperçin

Publication Date February 19, 2017
Published in Issue Year 2016 Volume: 2 Issue: 1

Cite

APA Özperçin, A. (2017). YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM. Istanbul Journal of Innovation in Education, 2(1), 13-20.
AMA Özperçin A. YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM. Istanbul Journal of Innovation in Education. February 2017;2(1):13-20.
Chicago Özperçin, Alaskar. “YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM”. Istanbul Journal of Innovation in Education 2, no. 1 (February 2017): 13-20.
EndNote Özperçin A (February 1, 2017) YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM. Istanbul Journal of Innovation in Education 2 1 13–20.
IEEE A. Özperçin, “YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM”, Istanbul Journal of Innovation in Education, vol. 2, no. 1, pp. 13–20, 2017.
ISNAD Özperçin, Alaskar. “YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM”. Istanbul Journal of Innovation in Education 2/1 (February 2017), 13-20.
JAMA Özperçin A. YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM. Istanbul Journal of Innovation in Education. 2017;2:13–20.
MLA Özperçin, Alaskar. “YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM”. Istanbul Journal of Innovation in Education, vol. 2, no. 1, 2017, pp. 13-20.
Vancouver Özperçin A. YABANCI DİL ÖĞRETİMİNDE YENİ BİR PARADİGMA: NÖRODİLBİLİMSEL YAKLAŞIM. Istanbul Journal of Innovation in Education. 2017;2(1):13-20.