Research and Development
As a recently-developed approach, the Neurolinguistic Approach gives rise to both interest and questions. Well-conceptualized research projects are essential to improve this new paradigm in the area of second-language education.
Research is needed in order to achieve:
• An expansion and a better understanding of the theoretical foundations of the approach;
• A better understanding/development of this approach, in particular through variations in the contexts where it is applied (child learners/adult learners, varying degrees of intensity, the importance of teaching strategies, etc.);
• The identification of difficulties and also of the constraints and limits of NLA implementation at different levels (teachers, students, establishments);
• The identification of potential modifications/improvements to certain aspects, should they prove necessary.
A number of the many research papers written by the co-developers of the NLA may be found at http://uqam1.academia.edu/ClaudeGermain and www.academia.edu.
University researchers have recently undertaken a number of studies on the effects of the Neurolinguistic Approach and Intensive French and the learning of French as a second language.
There are numerous subjects that researchers could examine. Among those that are currently of great interest in the area of L2 learning:
• The concept of internal grammar, its operationalization in research and its characteristics at different levels;
• Internal grammar and its relationship with the threshold L2 learning levels proposed by Cummings (1984);
• The development of reading skills and the role of internal grammar;
• A re-conceptualization of traditional grammar to facilitate the distinction between internal and external grammar;
• NLA teaching strategies to teach internal grammar (for oral competence) and for external grammar (for writing skills);
• Adaptations of teaching strategies for adult students;
• Cognitive development with the NLA;
• Subject integration and results in other subjects.