cognitive approach to learning
In the classroom
Relevant activities include review and revision, class vocabulary bags, using a scaffolding approach with young learners, analysis and discussion of language and topics, inductive approaches and learner training.
This view leads to a classroom focus on using learning strategies that have been observed in successful language learners and to a view of the learner as an ‘information-processor’, with limitations as to how much new information can be retained, and who needs strategies to be able to transfer information into memory.
Cognitive-code learning refers to a theory of second language teaching and learning rooted in cognitivist psychology and structural applied linguistics developed in the 1960s. 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-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.
Cognitive-code learning theory was proposed and widely debated in the 1960s. Based on the foundations of linguistic theories and the findings of psycholinguistic research, cognitive psychologists and applied linguists, such as John B. Carroll and Kenneth Chastain, advocated the cognitive-code approach to the study of a second language as an.