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The cognitive approach is based on Gestalt psychology and transformational grammar. It emphasizes the conscious study of language rules as central to the learning of a foreign language. It is sometimes considered the modern version of the grammar-translation method.
The cognitive approach is based on Gestalt psychology and transformational grammar. It emphasizes the conscious study of language rules as central to the learning of a foreign language. It is sometimes considered the modern version of the grammar-translation method.
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The cognitive approach is based on Gestalt psychology and transformational grammar. It emphasizes the conscious study of language rules as central to the learning of a foreign language. It is sometimes considered the modern version of the grammar-translation method.
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato PPT, PDF, TXT o leggi online su Scribd
m cognitive mental processes; @ m a product of these processes
The term (Latin: !! "to
know" "to conceptualize" or "to recognize") refers to a faculty for the processing of information applying knowledge and changing preferences.
Cognition refers to mental activity including
thinking remembering learning and using language. John Bissell |oll Kenneth |hstin John Bissell |oll (June 5, 1916 ± July 1, 2003) was an American psychologist known for his contributions to psychology, educational linguistics and psychometrics
Carroll studied at Wesleyan University, majoring in Classics and
graduating summa cum laude in 1937. He attended the University of Minnesota to earn a doctoral degree in Psychology. During this time, he focused his studies on verbal aptitude and completed his dissertation, ³A Factor Analysis of Verbal Abilities,´ in 1941. Kenneth |hstin is pofesso emeitus in the deptment of Spnish, tlin, nd Potuguese t the Univesity of igini
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mhe Development of Modern Language
Skills, Houghton Mifflin, 1971 moward a Philosophy of Second-Language Learning and meaching, Heinle & Heinle, 1980 Vamos Bienvenidos Al Mundo Hispanico, 1985 Developing Second-Language Skills, 3rd, Harcourt, 1988 Spanish Grammar in Review, McGraw Hill, 1993 Vamos!, 1997 English as a Communication System, Authorhouse, 2001 Omri and the Boy, Authorhouse, 2001 Imaginate!: Managing Conversations in Spanish, 3rd, Heinle, 2003 mhe cognitive approach, also known as cognitive code-learning theory, was intended as an alternative to the audiolingual method that emphasizes habit formation as process of language learning. Because of its emphasis on studying a foreign language as a system of rules and knowledge, rather than learning it as a set of skills, the cognitive approach is sometimes considered the modern version of the grammar-translation method. åm
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3mhe theory attaches more importance to the learner's understanding of the structure of the foreign language than to the facility in using that structure, since it is believed that provided the student has a proper degree of cognitive control over the structures of the language; facility will develop automatically with use of the language in meaningful situations.3
3...learning a language is a process of
acquiring conscious control of the phonological, grammatical, and lexical patterns of the second language, largely through study and analysis of these patterns as a body of knowledge.3 English language teachers can achieve practical coverage of cognitive lening theoy by«
1.) «reviewing the history of language
teaching, especially the period in the mid 20th century when 3meaningful drills3 were being advocated and the shortcomings of 3meaningless drills3 were being highlighted and
2.) putting trainee teachers into the
situations encountered by language learners Vn the classroom The approach included the clear and structured use of concept questions to help learners identify the limits of use of structure and lexis and teachers still find this useful. The PPP methodology (Presentation Practice and Production) through which learners gain a clear understanding of a grammatical rule before they practice it in meaningful contexts may still suit some learning contexts and teachers. mhe aim of the class is for learners to understand the µrule of the day', which is that the past form of regular verbs is made using -ed. mhe teacher elicits a dialogue that includes clear examples of the structure. mhe learners practise it, and the teacher uses it to elicit the rules.