Cognitive code approach

Philadelphia: The Center for Curriculum Development.

The theory emphasizes the central role of cognition in the conscious and explicit learning of the rules of a language as a code. According to Rivers, an eclectic approach allows language teachers "to absorb the best techniques of all the well-known language-teaching methods into their classroom procedures, using them for the purposes for which they are most appropriate" p.

Carroll and Kenneth Chastain, advocated the cognitive-code approach to the study of a second language as an The cognitive-code approach to learning a second language sees it as a study of language as a complex system with the goal of gaining conscious control of the grammatical, lexical vocabularyand auditory patterns.

Valdman Ed. It is not as much as a clearly defined method. The teaching process involves the presentation of new materials through a combination of filmtrips and corresponding tapes first phaseexplanations of the materials by the teacher through pointing, demonstration, selective listening, question and answer second phasereinforcement through repitition, memorization, and practice in a language lab third phaseand development by means of applying the language in different context fourth phase.

Discuss the characteristics of cognitive code approach

New York: McGraw-Hill. The cognitive approach considers the conscious study of language rules as central to the learning of a foreign language. The learner is encouraged and helped to first have a clear understanding of a grammatical rule before they practice and use the rule in meaningful contexts. The cognitive-code approach to learning a second language sees it as a study of language as a complex system with the goal of gaining conscious control of the grammatical, lexical vocabulary , and auditory patterns. This principle contains the following elements according to Richards, Platt, and Weber, a. One of its most important concepts is meaningful practice. Palmer suggested to include an incubation period at the early stage of langauge learning to focus on the training of listening comprehension and to "awaken and to develop the student's natural and spontaneous capacities for language-study" They argued that given the practical constraints faced by many second language learners, it is desirable to limit our goal to reading and reading may be the most practical and effective way to approach language learning. It is not as much as a clearly defined method.

It did not lead to the development of any teaching method as far as classroom procedures and activities are concerned.

Speaking and listening are taught before reading and writing; Minimum L1 is used. The Comprehension Approach The name comprehension approach comes from the title of a book edited by H.

Cognitive approach to language acquisition

The Comprehension Approach The name comprehension approach comes from the title of a book edited by H. The theory emphasizes the central role of cognition in the conscious and explicit learning of the rules of a language as a code. The Cognitive Approach The cognitive approach, also known as cognitive code-learning theory, was advocated by cognitive psychologists and applied linguists such as J. Carroll and Kenneth Chastain, advocated the cognitive-code approach to the study of a second language as an The cognitive approach considers the conscious study of language rules as central to the learning of a foreign language. The main criticism of the eclecticism is that "it does not offer any guidance on what basis and by what principles aspects of different methods can be selected and combined. New York: McGraw-Hill. The cognitive-code approach to learning a second language sees it as a study of language as a complex system with the goal of gaining conscious control of the grammatical, lexical vocabulary , and auditory patterns. Speaking and listening are taught before reading and writing; Minimum L1 is used. This is a preview of subscription content, log in to check access.

One of its most important concepts is meaningful practice. The Cognitive Approach The cognitive approach, also known as cognitive code-learning theory, was advocated by cognitive psychologists and applied linguists such as J.

Cognitive code approach slideshare

They argued that given the practical constraints faced by many second language learners, it is desirable to limit our goal to reading and reading may be the most practical and effective way to approach language learning. The development of modern language skills: Theory to practice. For example, Memorandum on the Teaching of Modern Languages published in on the basis of a British study by Incorporated Association of Assistant Masters in Secondary Schools recommended the ecletic "Compromise Method" as a solution to the language teaching method debate Stern, , p. Here are two quotes from Carroll, its first proponent: "The theory attaches more importance to the learner's understadning of the structure of the foreign langauge than to the facility in using that structure, since it is believed that provided the strudent has a proper degree of cognitive control over the structures of the langugte, facility will develop automatically with use of the langauge in meaningful situations. New York: McGraw-Hill. Prentice Hall: Englewood Cliffs. The teaching process involves the presentation of new materials through a combination of filmtrips and corresponding tapes first phase , explanations of the materials by the teacher through pointing, demonstration, selective listening, question and answer second phase , reinforcement through repitition, memorization, and practice in a language lab third phase , and development by means of applying the language in different context fourth phase. Its unique feature is to present new language materials using filmstrips and corresponding tapes that describe social scenarios. Practice is considered meaningful when the learner understands the rules involved in practice. Download