Детальная информация

Since its inception in Canada in 1998 as a method for teaching French as a second language in a school setting, the Neurolinguistic Approach to second-language acquisition (NLA) has expanded to several countries and is now also applied to teaching adults. Based on research in the neurosciences, psychology, and sociology, the NLA focuses on providing learners with the conditions necessary to acquire spontaneous communication skills in a classroom setting. By ensuring the independent development of effective communication and implicit competence in the second language, the NLA allows learners to.

• Table of Contents
• Foreword
• Acknowledgments
• Note
• Abbreviations
• Part One: Theoretical Foundations of the NLA
  • Chapter One
    • First Lesson
    • Second Lesson
    • Third Lesson
    • Fourth Lesson
    • Fifth Lesson
  • Chapter Two
    • First Principle
    • Second Principle
    • Third Principle
    • Fourth Principle
    • Fifth Principle
  • Chapter Three
    • The “Grammatical Paradox”
    • Reassessing Language Teaching’s General Reference Models
    • The NLA and the CEFR’s Action-Oriented Approach
    • Comparison with Some Other Teaching Approaches
    • Language Textbooks
• Part Two: The NLA in Practice: Frequently Asked Questions
  • Chapter Four
    • Acquiring and Teaching Internal Grammar
    • Vocabulary and Lexicon Ac
    • Teaching Oral Comprehension and Phonetics
  • Chapter Five
    • Learning and Teaching Reading
    • Teaching External Grammar
    • Learning and Teaching Writing
    • The Spoken and the Written
    • Teaching and Appropriating Culture
• Part Three: Implementation of the NLA
  • Chapter Six
    • The Canadian Linguistic Context
    • First Experience Outside Canada
• Part Four: Some Outcomes of the NLA
  • Chapter Seven
    • Evaluations at the End of a Teaching Unit
    • Quantitative Evaluation of Learning
    • Some Testimonials from Learners
    • The NLA as a Universal Approach
  • Chapter Eight
    • Effects of Teaching on Learning
    • Training Second-language Teachers
  • Conclusion
• Appendices
  • Appendix A
  • Appendix B
  • Appendix C
  • Appendix D
• Bibliography