NLA IN DEVELOPING PRESENTATION COMPETENCE IN ENGLISH B2 LEARNERS
Keywords:
Neurolinguistic Approach, presentation competence, B2 learners, EFL, fluency development, proceduralization, scaffolding, oral proficiency, communicative competence.Abstract
This article explores the application of the Neurolinguistic Approach (NLA) in developing presentation competence among English B2-level learners. It argues that presentation skills represent not only linguistic output but a neurolinguistic process involving the transformation of declarative knowledge into procedural fluency. Drawing on Claude Germain’s theoretical framework, the article examines how repetition, scaffolded input, structured output, and reflective practice contribute to oral performance development. The discussion highlights cognitive, linguistic, and affective dimensions of presentation competence, emphasizing the role of anxiety reduction, feedback, and guided rehearsal in improving fluency, coherence, and communicative confidence. The article concludes that NLA-informed instruction offers a robust pedagogical model for enhancing academic presentation skills in EFL contexts.
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