Lecture-6-The-Cognitive-Approach.ppt
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1、Definition & main pointsIt is an approach to foreign language teaching which is based on the belief that language learning is a process which involves active mental processes and not simply the forming of habits It gives importance to the learners active part in the process of using and learning of
2、grammatical rules. It lays emphasis on the conscious acquisition of language as a meaningful system and it seeks a basis in cognitive psychology and in transformational grammar. Definition & main points1.TheCognitiveApproach(orthecognitive-codemethod/learning)isanapproachtoFLTwhichisbasedonthebelief
3、thatlanguagelearningisaprocesswhichinvolvesactivementalprocessandnotsimplytheformingofhabits.2.TheCognitiveApproachgivesimportancetothelearnersactivepartintheprocessofusingandlearningalanguage,particularlyinthelearningofgrammaticalrules.TheCognitiveApproachlaysemphasisontheconsciousacquisitionoflang
4、uageasameaningfulsystemanditseekabasisincognitivepsychologyandintransformationalgrammar.3.AstheAudiolingualMethodwasonthedeclineinthe1960sandmanyshortcomingswerefoundinit,the Cognitive approachdevelopedasanalternative,inresponsetothecriticismsleveledagainstaudiolingualism.4.Itwasanattempttobringtola
5、nguageteachingthenewinsightsofpsychology,psycholinguistics,andmoderndevelopmentsinlinguistics.5.Thedecadeofthe1960ssawarevolutioninlinguistictheory.Thearrivalofgenerativelinguisticbroughtwithitanewwayoflookingatlanguage.6.Cognitivepsychologysimilarlyturnedtheattentionofthosestudyingbehaviourawayfrom
6、programmesofmechanisticconditioningtomeaningfullearninginthe1960s.Definition & main points7.Inlinguistics,thestructuralschoolgavewaytothegenerativeschoolwithitsbeginningsintheearly60sandcontinuinginvariousformstothepresentday.8.Inpsychology,whilepeopleinthe40sand50swerepredominantlycommittedtoabehav
7、iouristmodeofthinking,the60sand70sbroughtincreasingattentiontocognitivepsychology.9.Cognitivepsychologystudiesprocessesofthemind.Definition & main points10.Transformational-generativelinguistictheorypointsoutthatapparentsimilarityofsurfaceformsofalanguageindifferentutterancesmaycoverupimportantdiffe
8、rencesinmeaning.11. The generative-transformational school of linguistic emerged through the influence of Noam Chomsky.12. What Chomsky was trying to show is that language can not be examined simply in terms of observable stimuli and responses or the volumes of raw data gathered by field linguistics
9、. Definition & main points13.Thegenerativelinguistisinterestednotonlyindescribinglanguagebutalsoinexplaininglanguage.Inotherwords,theyattempttofindthewhataswellasthewhyinthestudyoflanguage.14.Thestructuralschooloflinguisticsprideditselfinarigorousapplicationofthescientificprincipleofobservationofhum
10、anlanguages.Theyclaimthatonlythepubliclyobservableresponsescouldbesubjecttoinvestigation.15.Thelinguiststask,accordingtothestructuralist,wastodescribehumanlanguagesandtoidentifythestructuralcharacteristicsofthoselanguages.Definition & main pointsBackgroundBackground1) Developed in the 60s as an alte
11、rnative to Audiolingual Method2) The decline of structural linguistics3) A shift of attention from mechanistic conditioning to meaningful learning4) Noam Chomsky5) The generative-transformational school of linguisticsTheory of language underlying the Cognitive ApproachMain points1) The creative Prop
12、erty of language2) Language as rule-governed3) Linguistic competence4) Linguistic performance5) The innate hypothesisTheory of language underlying the Cognitive Approach1.LiketheAudiolingualMethod,theCognitiveApproachlooksforarationaleinlinguisticsand psychology.2.Rejectingstructurallinguisticsandbe
13、haviourism,theCognitiveApproachseeksintransformationalgrammarandcognitivepsychologyabasisforsecondlanguageteaching.3.CognitivetheoryreflectsthetheoreticalreorientationinlinguisticsandpsycholinguisticsthatwasinitiatedbyChomskyinthe1960s.Theory of language underlying the Cognitive Approach4.Chomskycal
14、lsthegrammaticalknowledge“competence.”Itis“competence”-knowledgeofgrammarrules-whichallowsanativespeakertomakesentencesinhislanguage,althoughhemightnotknowalltherulesoagrammarorcouldnotformulateagrammarruleasaforeignlanguagelearner/linguistdoes.5.Chomskymaintainedthatlanguageisnotaformofbehaviour.6.
15、Chomskymaintainedthatlanguageisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Itiscompetencethatachildgraduallyacquires,anditisthislanguagecompetencethatallowsthechildtobecreativeasalanguageuser.Theory of language underlying the Cognitive Approach7. Chomsky at
16、tacked the audiolingualism by asking “ if all language is learned behaviour, how is it possible that young children can say things they have never said before? How is it possible that adults all through their lives say things they have never said before? How is it possible that a new sentence in the
17、 mouth of a four-year-old is the result of conditioning?”8. Language teaching has never adopted a methodology based on Chomskys work.Theory of language underlying the Cognitive Approach9. What implications for FLT do you see in Chomskys work?Chomsky held that a language learner has, somewhere in his
18、 brain, a set of grammar rules with which he can use to make sentences. That is, language is characterized by rule-governed creativity. He claimed that every normal human being is born with a LAD (language acquisition device). The LAD included basic knowledge about the nature and structure of human
19、language. Chomskys idea that students should be allowed to create their own sentence based on an understanding of a rule is widely used in many classrooms. Chomsky creates two linguistic terms: language competence (knowledge of grammar rules) and language performance (application of language). It is
20、 competence that a learner gradually acquires, and it is this language competence that allows the learner to be creative as a language user. Meaningful performance rather than drill is the only way to master a language.Theory of language underlying the Cognitive Approach10. The LAD was offered as an
21、 explanation of why children develop competence in the first language in a relatively short time, merely by being exposed to it. 11. Chomsky believes that: children are born with special language learning abilities; they do not have to be taught language or corrected for their mistakes, but learn la
22、nguage by being exposed to it; and linguistic rules develop unconsciously. This process of acquiring the rules of ones mother tongue by being exposed to examples of the language, and by using the language for communication is called language acquisition.Theory of learning underlying the Cognitive Ap
23、proachMain points1) Chomskys ideas about language acquisition: Children are born with special language learning abilities. They do not have to be taught or corrected for their mistakes. They learn language by being exposed to it. Linguistic rules develop unconsciously.2) Theory of cognitive psycholo
24、gy: Learning must involve organization of material. Learning should be structured. Structure gives meaning to parts previously incomprehensible. Learning should be meaningful3) Piagets theory of cognitive development4) Schema theory5) Brunner and his discovery methodTheory of learning underlying the
25、 Cognitive Approach1. The Cognitive Approach to learning opposes the behaviourist school. 2. The Cognitive Approach emphasis on innate organizing principles in human perception and learning.3. In Cognitive Approach, the learner is seen as an active participant in the learning process, using various
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