Öz
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.
Anahtar Kelimeler
Kaynakça
- 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.
Öz
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.
Anahtar Kelimeler
Kaynakça
- 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.
Ayrıntılar
| Bölüm | Editorial and Advisory Board |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 19 Şubat 2017 |
| Yayımlandığı Sayı | Yıl 2016 Cilt: 2 Sayı: 1 |
