Neuroeducation_2012_vol-1_no-1_full

More documents

Recommendations

Info

Lubin, Lanoë, Pineau et Rossi Apprendre à inhiber en classe : une pédagogie innovante Totereau, C., Barrouillet, P. et Fayol, M. (1998). Overgeneralizations of number inflections in the learning of written French: The case of nouns and verbs. British Journal of Developmental Psychology, 16(4), 447- 464. https://doi.org/10.1111/j.2044-835x.1998.tb00764.x Veenman, M., Van Hout-Wolters, B. et Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1(1), 3–14. https://doi.org/10.1007/s11409- 006-6893-0 Walker, J. et Hauerwas, L. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19, 819-843. https://doi.org/10.1007/s11145-006-9006-1 ISSN : 1929-1833 © 2012 Neuroéducation - Décembre 2012 | Volume 1 | Numéro 1 84
THEORETICAL ARTICLE A new paradigm for the learning of a second or foreign language: the neurolinguistic approach https://doi.org/10.24046/neuroed.20120101.85 Joan NETTEN 1, * and Claude GERMAIN 2, * 1 Memorial University of Newfoundland 2 Université du Québec à Montréal * Emails: jnetten@mun.ca and germain.claude@uqam.ca Abstract This article considers the contribution of research in neuroscience to resolving the question of how to develop communication skills in a second language in an institutional setting. The purpose of the article is to demonstrate how the findings of cognitive neuroscience can assist educators to understand the complexity of learning and, as a result, to develop more effective instructional practices. The article begins with a brief description of the two options for the learning of French as a second language currently offered in the Canadian school system and the deficiencies inherent in these programs for a country attempting to foster English-French bilingualism in its anglophone citizens. Secondly, the paradigm underlying the core French option, based on cognitive psychology, is examined and its limitations are discussed. The remainder of the article presents the Neurolinguistic Approach (NLA) as developed by the authors, explaining its bases in cognitive neuroscience, the ensuing five major principles of the approach, with the pedagogical consequences that each one entails. Reference is then made to two classroom applications of the NLA: intensive French implemented widely in Canada and another adaptation implanted in China. After comparing the approach briefly with French immersion, limitations of the NLA are presented, and the article concludes with some directions for future research. The positive results of the practical applications of the NLA indicate the important contribution research in cognitive neuroscience can make to improving learning in a classroom situation. ISSN: 1929-1833 © 2012 Neuroeducation - December 2012 | Volume 1 | Number 1 85
Page 1 and 2:
EDITORIAL Neuroeducation: understan
Page 3 and 4:
ÉDITORIAL La neuroéducation : mie
Page 5 and 6:
EXPERIMENTAL RESEARCH Bridging the
Page 7 and 8:
Mercier, Léger, Girard and Dion Br
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
RECHERCHE EXPÉRIMENTALE Une pédag
Page 31 and 32:
Rossi, Lubin, Lanoë, et Pineau Pé
Page 33 and 34: Rossi, Lubin, Lanoë, et Pineau Pé
Page 55 and 56: RECHERCHE EXPÉRIMENTALE Apprendre
Page 57 and 58: Lubin, Lanoë, Pineau et Rossi Appr
Page 83: Lubin, Lanoë, Pineau et Rossi Appr
Page 87 and 88: Netten and Germain A new paradigm f
Page 115 and 116: COMMENTAIRE La neuroscience éducat
Page 117 and 118: Campbell et Pagé Neuroscience édu
Page 135 and 136:
Campbell et Pagé Neuroscience édu
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
show all

Neuroeducation_2012_vol-1_no-1_full

Create successful ePaper yourself

Delete template?

Save as template?