FLE (Français Langue Étrangère) Learning Strategies in the Light of the Neuro-Linguistic Approach

Abstract

The purpose of this paper is to highlight the impact of Neuro-linguistic Programming (NLP) on the Neuro-linguistic Approach (NLA), which is the former's most natural application in the teaching field. NLA is not envisaged as a substitute for the language teaching approaches that have emerged in recent years, but aims essentially to define the so-called perceptive channels indicated by the acronym V.A.K.O.G. which underpin every form of learning and language learning in particular. On the basis of the studies of Claude Germain and Joan Netten inspired by the research of Michel Paradis into bilingualism, the principle of litteratie (information literacy) is adopted in order to establish the relationships between harmony and anchoring, and between the communicative approach and NLA. References and studies on neurological pathologies find that declarative memory and procedural memory follow different processes and that knowledge and ability follow distinct cerebral paths. Harmony between individuals and anchoring to subjective elements lead researchers to set up efficacious and long-lasting learning paths.