Abstract:

In this study, in order to find solutions to the problems faced in teaching French as a foreign language/second language in school environment in Canada, the perspective of the Neurolinguistic Approach, which was developed by Germain and Netten from neurology and the studies in the field of neuro sciences and especially Paradis’Bilingualism Theory, on grammar acquisition was addressed. Based on the distinction between the implicit competence and the explicit knowledge which neurosciences and neuro training studies put forward, Paradis asserted that the implicit competence is associated with the procedural memory and the explicit knowledge with the declarative memory and that there is no connection between these two memories; accordingly the explicit knowledge can not change into the implicit competence. Germain and Netten used the concept “internal grammar” instead of implicit competence and “external grammar” instead of explicit knowledge. Any person who wants to communicate comfortably in SL/FL ought to acquire the both grammars. Using oral language and full sentences, the Principle of Appropriate Transfer Process, resorting to project education, interactive communication strategies, education based on developing literacy and creating situations of real communication in the classroom are necessary for the acquisition of internal grammar. External grammar means the knowledge of exceptions and rules of a language which is available in grammar books. In the conclusion of the study, it is discussed whether the mentioned approach can be used in our country which has the similar issues in SL/FL teaching.

Keywords: