Effect of the Neurolinguistic Approach on EFL Learners’ Implicit and Explicit Grammar Knowledge: The Present Perfect Tense in Focus

The neurolinguistic approach (NLA) is an intensive sentence-based pedagogy designed specifically for low-proficiency learners. It places a premium on orality and the development of both internal external grammars through project-based literacy loop. present study employed pretest–posttest control group design to investigate effect NLA conveniently sampled pre-intermediate EFL learners’ implicit explicit knowledge English perfect tense. Treatment experimental (EG; N = 25) spanned three 1.5-h sessions, with marking beginning end each session reading, rule induction, writing as intermediary phases. (CG; 24), other hand, was exposed tense-rich reading input, followed by explanation follow-up communicative tasks. Implicit measured timed grammaticality judgment test interview, untimed metalinguistic test. ANOVA results showed CG’s EG’s comparable significant gains measures only gain measures. findings substantiate NLA’s potential have implications grammar instruction.