傳統上，在學校學習外語時，文法是一個很重要的課程。而且，文法課的教學也常與會話或閱讀課程脫勾。語言的聽說讀寫課程也因而欠缺協調性。除此之外，文法課程通常學習的方式比較制式，最終也因此成為冗長的習作練習。藉由本文，首先瞭解神經語言學教學法(ANL)在口語內部文法與閱讀外部文法的區別，再透過這種區別，提供屬於外部文法的法語動詞變化學習方式。 Traditionally, we attach a great importance to grammar when we learn a foreign language in school. It also often happens that the grammar course is independent of oral and reading courses. So there is a lack of coordination between these different courses. Moreover, grammar is learned systematically and categorically until it ends up being a painful result of writing exercises. Through this particle we examine what the Neurolinguistic Approach (NLA) offers to teach French conjugation, learned implicitly in oral and explicitly in writing. In view of the NLA, learning conjugation, first found its basis in the teaching of oral and then, of reading.