دکتر محمودرضا گشمردی

The Brain-based learning theory has arisen from cognitive neuroscience, brain studies, Computer science and other sciences as a comprehensive educational model compatible with the brain’s natural requirements in the educational arena such that concentrate on how to teach and train the brain and activate all its aspects. By providing an effective educational environment and using the curriculum and strategies that suit needs of the brain according to principles of this theory, the research treated contents of Arabic books at high-school levels and teaching the methods used in classrooms according to the principles of brain-based learning theory. So, the research has selected two first, it used the content analysis method, analyzing all the texts, exercises and images of four books as a model selected from all Arabic curriculum books in the first and second intermediate level of Iranian high schools according to the principles of this theory. Then, the survey method was used and a questionnaire was distributed to 80 high school teachers to find out their methods and strategies used in teaching the Arabic language curriculum in high schools. The results of analysis of the texts showed less interest in the active process component than the orchestrated Immersion and Relaxed Alertness component. Less repetition of the exercises is related to the orchestrated immersion component. Results of the questionnaire indicate that the component of orchestrated Immersion and Active process are more used by teachers, but the component of Relaxed Alertness has been rarely used by the teachers

In language courses, anxiety emerges as one of the crucial variables that plays an essential role in learning a foreign language. The level of anxiety may vary depending on conditions, educational environments, and gender differences. Horowitz and colleagues (1986) identified this variable as language anxiety, which occurs during the learning of a foreign language, particularly when the learners cannot use their native language. Among linguistic skills, learners of a foreign language seem to face this type of anxiety more prominently during oral production, fearing judgment from their teachers or peers due to their limited language proficiency (Horwitz et al., 1986).With the rise of online education after the coronavirus pandemic and a lack of studies on language anxiety in online courses of French as a foreign language, this research, relying on Horowitz's (1986) language anxiety scale, aims to measure the level of language anxiety among 77 young beginner learners aged 9 to 14 at the Language Center of Iran. This study also seeks to explore the relationship between this anxiety and the learners' gender. The results, based on Horowitz's language anxiety theory, reveal that young beginner learners studying French in online courses experience a moderate level of language anxiety, with no significant relationship between anxiety and gender.

Pragmatic competence is the ability to use language properly in the social context. In order to gain this competence, the learner must align his / her linguistic and social knowledge with different forms and pragmatic strategies of the language and be able to use all the components of his / her communication skills in an integrated situation. In this article, the position of developing Pragmatic competence in the field of French language teaching in Iran is investigated. The purpose of this study, in addition to defining the pragmatic competence in the field of language teaching, is to investigate the use and development of this skill by Iranian French teachers. For this purpose, a questionnaire was prepared to collect information and distributed among fifty Iranian teachers. Random sampling method was used to select the sample size. The research method is descriptive-survey and the research tool includes a questionnaire. The reliability of the questionnaire was calculated to be 0.90 using Cronbach's alpha test. Data analysis using sample t-test, correlation test and independent t-test shows that although the development of this skill increases with age and experience of teachers, the use of activities related to its development has little place in the French language class and this Contrary to the positive opinion of teachers to cultivate this aspect of language communication skills. Therefore, it is suggested that in future research, solutions be introduced to Iranian teachers of French so that they can adapt their teaching performance to the needs of language learners and make their language learners skilled in what is called semantic skills.

Academic achievement has been addressed for several decades in the paradigm of psycho-pedagogical research in Anglo-Saxon countries, particularly in the United States and Canada. In Iran, research on the subject was born almost two decades ago, and this, more at the primary and secondary levels than at higher education. Canada has adopted given its socio-economic contextual diversity resulting from the reception of immigrants, a more qualitative approach than the United States in its studies. The factors influencing academic success are closely related to the socioeconomic context of student populations, their academic discipline, their needs and expectations of the university. Thus, researchers have studied the impact of a variety of factors on the success of students in various disciplines. Social integration in academia is a factor frequently cited for improving their perseverance in several studies, including that of Tinto (1997). Given the emphasis of Anglo-Saxon research on the subject and assuming that this impact exists with regard to Iranian students of FFL as well, we intend to study in the present research, adopting the analytical descriptive method and a qualitative and quantitative approach, the role of this factor on their perseverance and academic achievement and we will finally propose solutions for increasing their social integration in the academic environment.

Many of the existing problems of teachers arise from the lack of a written supervision program, and the implementation of educational supervision in principle can not only be effective in solving the problems of teachers, but also increase their motivation. Therefore, having an educational observation model can be effective in optimizing the performance of educational consultants. The purpose of this study was to investigate the effectiveness of the educational supervision model in French language classes in Iran using the situated action theory. This study was performed by quasi-experimental pretest-posttest single-group method.The statistical population included all educational consultants, 7 of whom were selected by convenience sampling. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model). Comparing the mean score of supervision quality in the group of counselors before and after the educational intervention and according to the results of the study, the mean score and standard deviation before the intervention (19.07 11 111.42) and after the intervention (22.13 15 155.85) was obtained Based on the paired t-test, according to the level of significance obtained, a statistically significant difference was observed between the mean scores before and after the intervention. Therefore, training of educational consultants based on the proposed supervisory model was effective at a significant level (p <0.05). According to the research findings, it can be concluded that, by using the designed model of educational supervision, educational consultants can be trained with effective quality of performance, because the principles of educational supervision can be learned and this in turn   leads to success in the teaching-learning process.

Educational supervision has an essential role in the quality of teaching and optimizing the performance of teachers. Many of the problems that teachers face are due to the lack of a written supervision program. The task of educational counselors is to train and accompany teachers in acquiring the skills they need in teaching and coping with different classroom situations. Training counselors seldom engage in in-depth thinking and provide feedback and solutions that are primarily prescriptive. In addition, the beginner teacher-counselor relationship is associated with a kind of dishonesty during post-supervision interviews, and educational counselors resort to covert methods to avoid tension with teachers and to improve the relationship. Due to the lack of quality training courses, training consultants are more inclined to supervise as they teach. For this reason, the lack of expertise has made the practice of educational counseling a simple and aimless oversight. Implementing educational supervision in a principled way can not only be effective in solving teachers' problems, but also increase their motivation. In Iran, educational counselors generally work as educational counselors in educational centers without having to participate in a special training course, and this lack of expertise causes problems such as low productivity, pessimism, frustration and teachers’ lack of motivation. Because not every good teacher necessarily becomes a good educational consultant (Sadidi et al., 1398). The application of some educational monitoring models based on observation method can examine in-depth practical dimensions and observable actions such as gesture, movement in space, etc., and on the other hand investigates the living dimensions of action, perceptions, feelings, concerns and Pay attention to the action; It can help to optimize the quality of the educational consultants' supervisory performance. The "situated action theory" is based on two factors; observation method "within the living organization" and interview, simulation and relative experience techniques.  For these two reasons, the efficiency of the educational supervision is to be materialized through these two ways: Encouraging the teacher to reconsider his or her action in the classroom and interpreting his or her action. This theory seeks to return the actor to the situation. Here the actor is asked to explain his action. This clarification is done via his cognitive and social re-visualization with the aid of the characteristics of the situation. This theory seeks to return the actor to the situation in which the action was performed and to re-visualize him socially and cognitively, using the characteristics of the situation, to lead the actor to explain his action. This theory studies the cognitive dimensions of human activities, because we are dealing with role-makers who are in the role of teachers, educational supervisors, language learners, etc., for whom the skill of adaptation, which is specific to any living thing, is of special importance. Therefore, in the case of teachers and educational supervisors who are the actors of this study, it is necessary to study their human activities and their experience in interacting with the environment and the meaning of their actions. Therefore, the purpose of this study was to determine the effectiveness of the model of educational supervision of French classrooms in Iranian language schools, using the theory of situational action. Research Question(s) This study seeks to answer this question:  Is the model of educational supervision effective on the quality of supervision of counselors in French language classes in Iranian schools?

No research has been done on the background of the research in the general study, at the school level and in the field of French language, on issues related to the status of supervision and supervisory models in Iran, and this article is the first research in this regard.   However, in the field of English in the same field, at the level of education and high school, academic research, dissertations and articles have been presented and published. Numerous articles and researches in this field have been presented in foreign countries, some examples of which are mentioned below. Bullunz et al. (2014) implemented a clinical supervision model to train Turkish teachers in their research and evaluated its effectiveness. They used experimental and control groups to compare the performance of teacher trainee training and used t-test and analysis of variance to compare scores. The results showed significantly higher scores in the experimental group compared to the control group, however, the results of repeated measures analysis (ANOVA) did not show a significant difference in increasing scores for both groups, which was probably due to the limited time to implement the clinical monitoring model. In another study, Rashidi and Forutan (2015) in examining the status of monitoring the performance of English language teachers in the Iranian education system, stated;  Most English language teachers rated their supervisors' professional skills as effective in areas such as assessment, classroom management, educational activities, student behavior, and teaching techniques and these teachers wanted more support from educational supervisors in the areas of preparing and editing educational materials, developing teachers' experience, and teaching guidance. The supervisory model applied in high school is traditional models, especially the prescriptive model, and the supervisory model of supervisors in university teacher training centers is followed by a model of self-thinking or thinking. The vast majority of regulatory model volunteers prefer self-reflection to traditional models, and educational supervisors consider themselves skilled and specialized in most areas. Sobhaninejad and Aghahsseini (2006) found in their research that there is a significant difference between the current monitoring situation and the desired and optimal situation. The results of Hismanoglu (2010) research show that, the most important part of monitoring education is motivating and encouraging teachers to overcome their weaknesses. After examining the current situation, his research had two main conclusions 1: there is a clear difference between teachers 'beliefs about educational supervision and their experiences, and 2: there is a significant difference between teachers' expectations of supervision and the perception of educational supervisors. Sadeghi et al. (2015) have shown that the current state of educational supervision is almost acceptable, but teachers expect to receive more qualified services in supervision and they need more support in the field of educational supervision and counseling. When teachers associate the supervision of educational supervisors with evaluation, they become distrustful (Bushama et al., 2016). Jecker-Parvex (2020) in his research examined the role of educational counselor and defined educational supervision as an educational and practical method that aims to develop teacher skills, acquire self-assessment skills and analyze interaction situations, challenges such as interventions and Professional issues, especially in terms of responsibilities, contradictions and problems, effects and emotions, and obstacles and performance of their profession. According to the researches mentioned in the previous articles, various studies have been conducted in the field of education in the field of supervision models, and there are still no results that indicate the use of a comprehensive model that includes all aspects and the present study is one of the first studies to investigate the effectiveness of a supervisory model in French classrooms in Iranian language schools using the theory of situational action.

 This study was performed by quasi-experimental method of pre-test-post-group test. The statistical population included all educational consultants and 7 of them were selected by convenience sampling. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model). In this research, the educational supervision model of French language classes, which is designed by Sadeghpour (2020) based on the theory of position-based action with a mixed quantitative-qualitative exploratory approach; was used. To determine the effectiveness of Sadeghpour (2020) educational supervision model, an educational plan was designed and the quasi-experimental research design method was used. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model) and based on the educational supervision model, a 42-item researcher-made educational supervision checklist was designed to determine the effectiveness of using the optimized educational supervision model, which included items with 5-point Likert scale (very low, low, medium, high, very high) and sought to answer the question of whether the model of educational supervision of French classrooms in Iranian schools using the theory of position-based, on the quality of supervision of counselors , Is it effective? To perform the pre-test, to view and complete the checklist, the performance of each educational counselor before the training course was filmed and reviewed and the monitoring table was completed by the researcher. Then, the educational intervention was carried out by forming a "group workshop" and "individual accompaniment" and to run the post-test again, including the previously mentioned steps; (Monitoring, filming, etc.) was done and the checklist of the monitoring table was completed again and finally the results were compared with each other. 4. Results Comparing the mean score of quality of supervision in the group of counselors, before and after the educational intervention, the mean score and standard deviation were obtained before the intervention (19.07 ± 111.42) and after the intervention (22.13 ± 155.85) and based on the paired t-test, according to the obtained level of significance, a statistically significant difference was observed between the mean scores before and after the intervention. Therefore, training of educational consultants based on the proposed supervisory model was effective at a significant level (p <0.05). Table 1, shows the mean and standard deviation of pre-test and post-test scores, and Table 2, shows the significance of the mean of pre-test and post-test scores. Table 1 Paired t-test: Mean and standard deviation of pre-test and post-test scores Mean N Std. Deviation Mean  Deviation Pre-test 111.4286 7 19.07754 7.21063 Post-test 155.8571 7 22.13165 8.36497 Table 2  Significance of mean pre-test and post-test scores Couple comparison T Df Sig Mean Std. Deviation Pre-test Post-test -44.42857 11.2673 -10.433 6 000.0 5. Discussion The results of the study showed that the model of educational supervision of French classrooms in Iranian schools is effective on the quality of supervision of counselors by using the theory of position-based action and there was a significant difference between the means before and after the training. This means that the proposed training course has been useful in optimizing the educational supervision situation, and the current shortcomings of the educational supervision situation can be partially eliminated. Thus, effective teaching supervision and counseling leads to the development of innovation, positive motivation and initiative in teachers. The training counselor should be able to know the knowledge and skills, attitudes, needs, expectations of the instructor and also be aware of the expectations of the training center and the effectiveness of the instructor. The training course should also be an opportunity for training counselors to develop their counseling and leadership skills; to be able to act more effectively during class situations and during post-visit interviews. The training course should also be an opportunity for training counselors to develop their counseling and leadership skills; to be able to act more effectively during class situations and during post-visit interviews. They need to understand the needs of educators and, through practical and theoretical integration, guide them to find solutions to their problems (Chaliès et al., 2009, p. 106). If the educational supervision is done properly, it will lead to the quality of the teacher's performance and ultimately improve the quality of the educational situation. Therefore, it is necessary for educational institutions to emphasize this type of supervision and use and teach effective and appropriate models of educational supervision to educational consultants.

According to the research findings, it can be concluded that, by using the designed model of educational supervision, we can train educational consultants with effective quality of performance. Because the principles of educational supervision can be learned, and this, in turn, leads to success in the teaching-learning process. In this study, in terms of typology, to optimize the quality of supervision of educational consultants in Iran, the model obtained from a mixed quantitative-qualitative exploratory study by Sadeghpour in 2020 was used, Considering the effectiveness of this model, doing more research by combining related models can lead to more comprehensive regulatory models in this regard. Acknowledgments I would like to thank all those who helped me in this research. Appendix Checklist (monitoring table) very much Much medium little very little Items Main categories Row During the class visit, the educational counselor pays attention to the teacher's gesture (positioning, movement, tone of voice and speed of speech and movements in the classroom environment). Behavior An educational counselor is available to address teacher problems, except during classroom supervision. The educational counselor is aware of his / her role of accompanying the teacher. The training consultant devotes sufficient time to supervision. Before observing the class, the educational counselor informs the teacher of his / her supervisory criteria and the objectives of the class supervision. When observing the class, the counselor uses appropriate tools such as an evaluation table or a camera to record the sessions. During the interview after the visit, the educational counselor fully describes the teacher's problems. Through observation sessions, the educational counselor controls the quality of the teaching-learning process and, in a way, evaluates what is observed in relation to the expected situation. The educational counselor pays attention to the arrangement of the learners in the classroom situation, according to the educational goals of the teacher. During the observation, the educational counselor pays attention to classroom management, board management, space management, time management, and interactions between learners-learners and learners-teachers. It is important for the counselor that the teacher has an alternative lesson plan (Plan B). It is important for the counselor that the instructor, before starting the class, perform classroom rituals such as (attending class before class, chatting, attending, and asking for dates and days, talking about the weather…). The counselor cares about having the right interactions with the teacher. Ethics Takes care of the teacher in expressing and analyzing the teaching problems in a timely manner. Easily accepts other people's ideas. In supervision, the educational counselor always adheres to the principle of confidentiality and treats the teacher with respect, humility and patience. Based on his / her personal experiences in teaching and supervision, he / she makes suggestions to the teacher. Educational basics After visiting the classroom, she usually transfers her knowledge and experiences to the teacher and asks her to adapt those experiences to her/his class by thinking. After visiting the classroom, she/he encourages the teacher to think In order to improve the quality of teaching, the educational counselor provides teaching aids and tools to the teacher. Holds training courses to meet the needs of teachers. During the visit, he / she monitors the teacher's skill level (teaching method) and educational cognition (learners' learning style). Considers the use of learner assessment methods. The educational counselor reviews the assessments made by the teacher. Pays attention to the correct implementation of the educational regulations of the institute (class hours, number of absences, timely completion of educational content, etc). The educational counselor causes stress and anxiety to the teacher.. Psychological factors The educational consultant is involved in creating the teacher's creativity and innovation. The educational counselor helps and motivates the teacher. The training consultant plays the role of guide and team leader. Professional and organizational characteristics The training consultant is an active listener during monitoring and observation. The training counselor has sufficient expertise and skills to conduct class observations and post-visit sessions. The gender of the educational counselor affects the quality of classroom supervision. During the session, after visiting the teacher, she /he wants to explain the purpose of her actions. The meaning of action During the interview, after the visit, she/he encourages the teacher to express the strengths and weaknesses of her behavior. The educational counselor listens to the teacher's comments during the interview after the visit and then expresses his or her understanding in order to resolve the misunderstanding in front of him / her. Encourages the teacher to find the right answer to the thought and, by challenging the teacher, teaches her/him the way of thinking. The counselor acts independently in dealing with problems. Compatibility Guides the teacher to find the right answer. The consultant participates in training courses to update information and improve his / her performance in order to adapt to new needs In the face of unforeseen situations, it changes its behavior and takes a position appropriate to the new situation. The training counselor uses understandable words during the interview, not scientific and specialized words that make it difficult to understand. Verbal skills The educational counselor is skilled in expressing his / her thoughts to the teacher and expresses his / her thoughts clearly and fluently.

Interdisciplinary research is becoming increasingly important in academia. Language teaching has also an interdisciplinary nature, and modern theories can be applied for better development of language teaching. The present descriptive study has been conducted on the application of chaos theory to French language teaching in Iran. Two research questions motived this study, namely, how teaching French language can be defined in light of chaos/complexity theory and how chaos/complexity theory can constructively contribute to the development of French language teaching in Iran. First, the principles of chaos/complexity theory were nailed down and their application in language teaching was examined. To investigate to what extent the theory can be applied to foreign language teaching in Iran, fifteen French language classes in language institutes located in Tehran were observed. The results showed that recent approaches of language teaching cover some principles of the chaos/complexity theory, including complexity, dynamics and nonlinear approach in French language classrooms. However, the Iranian system of French language class remains a closed and predictable system that has a negative impact on class performance. Additionally, to properly apply this theory to the language classroom, measures should be taken to raise awareness of education systems and educators of dynamics, flexibility, and sensitivity of the language classroom.

attention of many language education scholars over the past few decades. For these scholars, teaching/learning process is a phenomenon which is formed in the context of society and is controlled by cultural factors and variables, which is the reason why the effects of cultural variables on teaching/learning process cannot be overlooked. The current research aims to study the cultural characteristics of Iranian language learners on the one hand, and explore the possibility of changing these cultural characteristics on the other hand. In order to achieve the research goals and find an efficient, practical pattern in French language teaching/learning process. More specifically, this article examines the effects of employing a network thinking approach on the learning culture of Iranian language learners through Hofstede’s cultural dimensions theory. This research was conducted on 48 undergraduate students of French Language and Literature at Hakim Sabzevari University in the academic year of 2018-2019 using a quasi-experimental method. To examine the elements of learning culture among students, a self-administered questionnaire based on Hofstede’s cultural dimensions was used. The results showed a statistically significant difference in power distance, individualism/ collectivism, masculinity/ femininity, and long-term orientation/short-term orientation and indicated no statistically significant difference in uncertainty avoidance between treatment and control groups. Nonetheless, the research findings suggested that using the network thinking approach could significantly affect Hofstede’s cultural dimensions. It was also found that employing this method can pave the way for gradually changing language learners’ learning culture.

L'épidémie de Coronavirus, ainsi des changements socioculturels, des avancées technologiques et la dépendance de la jeune génération au technologie, ont changé la culture de l'apprentissage ; Les enseignants et les apprenants se sont inévitablement adaptés à ces conditions. Les apprenants de nouvelle génération sont toujours à la recherche d'autonomie dans l'apprentissage, et donc aujourd'hui, l'apprentissage autodirigé est l'une des préoccupations des enseignants et des chercheurs dans le domaine de l'enseignement des langues étrangères. Compte tenu de l'évolution de la méthode d'enseignement et de l'importance de la compréhension écrite dans l'apprentissage du français, comment nous pourrions utiliser une stratégie efficace dans laquelle les apprenants prennent en charge leur propre apprentissage et deviennent autonomes dans la compréhension écrite ? Le but de cette étude est de fournir un modèle approprié pour améliorer l'apprentissage autodirigé des apprenants dans la compréhension écrite dans un environnement virtuel. Pour cela, nous examinons les quatre étapes du modèle de Grow en relation avec le rôle de l'enseignant et des tâches de l'apprenant. Ce modèle est présenté en quatre étapes et nous voyons un changement progressif du rôle de l'apprenant d'accepteur à analyste et critique. En appliquant ce modèle, ainsi les stratégies d'apprentissage de Paul Cyr, nous attendons que les stratégies cognitives, métacognitives et également l’autonomie des apprenants soient renforcées. Pour prouver cette hypothèse, une méthode expérimentale a été réalisée entre deux groupes d'étudiants en langue française à l'Université Ferdowsi de Mashhad.

French as a foreign language is taught to young language learners by graduates and university students of this field in non-profit institutions and primary schools, and partly in the state institute of the Iran Language Institute (Kanoon Zaban Iran). Considering the positive effect of teacher training courses on improving the teaching process, however, we encounter that in some institutions and schools of Iran, teachers are still teaching this language relying only on their university education in different fields of French, without passing any training course. This descriptiveanalytical study used a questionnaire to examine the current situation of teachers in terms of age, gender, university education (field of study), teacher training courses and type of educational institution they work in and based on the studies of Vanthier (2009) tried to review optimal behavior in trained and untrained teachers so as to determine the differences between the two groups regarding this index. Optimal behavior is in fact a set of classroom management methods that are approved by experts and developers of language teaching methods. The findings of this quantitative study, performed on 83 teachers through descriptive and inferential statistics (independent t-test, Pearson correlation, Spearman, ANOVA), showed that more than fifty percent had not completed any special training courses for children. There was also a significant difference in the optimal behavior score of teachers in the two groups. This difference was only significant in regards to the training and teachers of the state institutions and had no significant relationship with age, gender, level of education and study fields of the teachers.

The presence of the French language in Iran dates back to the Safavid period and teaching of the language officially dates back to 1936 in Iranian universities. University of Tehran was the first university in Iran that had a course of French language and literature. Currently, Universities of Tehran, Mashhad, Isfahan, Tabriz, Ahvaz, Sabzevar, Shiraz, Hamedan, and Yazd accept students at BA, MA, and PhD level interested in French translation, teaching and literature. French language and literature has the highest number of applicants at BA level, and Islamic Azad University has the biggest share. Many researchers have studied problems of French language students in phonology, grammar, writing, and oral production, but the challenges of teaching literature is underresearched. To this end researches should be conducted from three perspectives: professors, students and curriculum. In this research, through observation and questionnaire students perspectives regarding curriculum set by the Ministry of Science, Research and Technology were examined. Then strengths and weaknesses of the topics used in different universities were analyzed. The purpose of this study was to take a step towards solving the problems of a large part of the students accepted in this study and to provide solutions to solve some of these problems.

The neurolinguistic approach (NLA) is a new pedagogical approach to foreign language learning conceptualized by Netten & Germain in 1997 in Canada. This pedagogical approach is based on recent researches in neurolinguistics, especially Michel Paradis’s neuro -linguistic theory of bilingualism. The NLA started to be used outside Canadian territories for teaching learning of French as a foreign language (FFL) both in institutional and academic setting starting from 2010. Before that, the NLA was used- and still is- in Canada as the basic approach of the intensive French program (FI) for young English-speaking and adolescents from 11 to 17 years old in school context. In NLA, the main principle is to develop the ability to communicate orally without learning explicit knowledge. The NLA is based on Michel Paradis’ neurolinguistics theory of bilingualism.


In NLA, priority is given to oral language development because only the frequent use of oral language can help develop implicit competence or internal grammar. Before being able to read and write in the L2, the learner must be able to speak spontaneously about the themes that affect his/her life, personal experiences, as he /she does in L1. Indeed, when a student enters school he/she has already developed an internal grammar or implicit competence to communicate verbally in L1. He/she is able to speak and communicate with others but he /she is not aware of the grammar rules that underlie his /her productions. However, when a learner begins to learn L2, he/she does not have oral skills (internal grammar). He/she must first develop his internal grammar, that is to say, the ability to address an oral theme and then be able to learn to read and write on the same theme. Thus, according to NLA, learning to speak an L2 consists in first acquiring the ability to communicate orally before knowing the explicit rules about the language


The purpose of this research is to answer 2 questions: First, how can neurolinguistics help in foreign language acquisition? And in second place, to what extant can the NLA help Iranian learners develop better oral communication skills? In order to find the answers, the authors paralleled the NLA with a current method of teaching / learning French as a Foreign Language in Iran.


The present research is based on an experimental method with a quasi-experimental design, the authors have chosen an experimental group comprising 10 beginner adults and a control group with the same characteristics. To collect the research data, the authors have used one quantitative (class video recordings observation and analysis) and one qualitative research (questionnaire) instruments.


 The results showed that during class interactions the experimental group made fewer mistakes while speaking and autocorrection was higher among this group.