神經語言學教學法在大葉大學法語教學上的應用

Application of the Neurolinguistic Approach (NLA) in French Language Teaching at Da-Yeh University

10.6870/JTPRHE.201812_2(2).0001

張靜心(Ching-Hsin Chang)

內部語法 ； 外部文法 ； 外語習得 ； 技能 ； 法語 ； 知識 ； 神經語言學教學法 ； internal grammar ； external grammar ； foreign language acquisition ； skill ； French language ； knowledge ； Neurolinguitic Approach (NLA)

大學教學實務與研究學刊

2卷2期（2018 / 12 / 31）

1 - 31

繁體中文

為提高學生學習法語的動機及自信，進而改善該語聽、說、讀、寫的學習成效，本校歐旅學程自104學年起針對新入學法語組學生採用「神經語言學教學法」教學法語。此教學法係由兩位創始者Germain及Netten首次於1998年在加拿大以「密集法語」之名行之，2010年移植至中國華師又以「神經語言學教學法」稱之。之所以名為「神經語言學教學法」，乃因此教學法主要依據Paradis之「神經語言雙語理論」而來。本校在試行一學年「神經語言學教學法」後，學生普遍在法語口語及書寫的表達能力上有所提升，聽、說、讀、寫能力皆得以均衡發展，學習動機及自信也有所提高，故此教學法值得應用於外語學習的推廣。

Since September 2015, the Bachelor Program for European Cultures and Tourism (ECT) at Da-Yeh University has used a Neurolinguistic Approach (NLA) with freshmen students of French to increase their motivation and self-confidence to improve their results in oral and written comprehension, and oral and written expression. The NLA (known in Canada as the ＂Intensive French program＂) was conceptualized by two Canadians, Claude Germain and Joan Netten in 1998. It was then expanded in most of the Canadian provinces and territories. In 2010, NLA was implemented at the French department of South China Normal University (China). The NLA is mainly based on Michel Paradis' Neurolinguistic Theory of Bilingualism. After one year of implementing this approach with French learners of ETC, oral and writing proficiencies have increased, a better balance has also been developed among learners' oral comprehension, oral expression, written comprehension, and written expression. The classroom atmosphere has become friendlier, student motivation and self-confidence have improved and, overall, students' French level has increased. NLA seems to be a very promising approach that is worth recommending for the learning of a foreign language.

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