УДК 378.016:811.111
Оксана Галайбіда
(Кам’янець-Подільський національний університет імені Івана Огієнка)
USAGE OF COGNITIVE METHOD IN LANGUAGE LEARNING
Summary. The article considers effective teaching techniques of cognitive language learning: problem based learning (problem solving), discovery learning, cognitive strategies, metacognitive strategies, social/affective strategy, project based learning.
Keywords: teaching techniques, cognitive language learning, problem based learning, discovery learning, cognitive strategies, metacognitive strategies, social/affective strategy, project based learning.
Acquiring and accumulating knowledge has a cognitive basis. Cognition in language acquisition refers to mental activity including comprehension, perception, remembering, use of language, motivation, which influence effectiveness of retaining and processing information. The use of cognitive ideas in language learning was considered by O’Malley, Chamot in 1986 [1]. They developed a Cognitive Academic Language Learning Approach (CALLA) for students to learn essential academic content and language to become independent and self-regulated learners. Other scholars (M.Pentyliuk, M.Tsvetkova, S.Shatilov) also dedicated their works to implementation of cognitive-communicative methods in language learning. They emphasized the importance of its use for active involvement of the learners in the learning process, development of high level of their communicative competence, ability to converse in different social spheres and practice content-based learning.
Learning is a thinking process. Acquiring a foreign language, learners think about how to apply the knowledge of grammar rules and vocabulary to construct appropriate utterance and achieve a communicative aim. Learner process information, analyze the communicative situation and perform rule-governed activities. They form explanation from evidence and connect explanation to knowledge. Presentation of language is acquired through main cognitive principles of semantization and conceptualization. People use the same lexis and grammar structures to make utterances in similar situations. Repeatedness is important for developing a pattern of language use. Children acquire a new language relying on cognitive skills they already possess. That is why contextual usage and visualization help to successful mastering of the language.
Effective teaching techniques of cognitive language learning are: problem based learning (problem solving), discovery learning, cognitive strategies, project based learning [2, p.60].
In problem based learning students identify a problem (designed for them by a lecturer), collect and analyze the data, draw a conclusion. Such inductive learning enhances their comprehension and remembering processes, stimulates and strengthens the learning activity. The advantage of this technique is that students are not given the ready information prepared for them by the teacher but they look for the information, solve the problem and come to a conclusion. These activities are time-consuming and not all students have equal academic competence, but they improve the students’ learning achievements and initiative, develop the students’ skills of applying prior knowledge to solving a new problem and the skills of interpersonal relationship.
To learn more successfully learners apply cognitive, metacognitive and social/affective strategies. Cognitive strategies include making mind maps, visualization, association, using clues in reading comprehension, repetition, organizing new language, scanning and summarizing meaning, guessing meaning from context, using imagery for memorization [2, p.61]. Learners manipulate the information, which means understanding information, building logical connections between concepts, classification of information, linking it to background knowledge and summarizing.
Metacognitive strategies are aimed at organizing a learning process and leading a student in it. A learner is to be aware of one’s abilities. He/she should know how to use cognitive strategies, advance preparation, how to organize self-monitoring, self-assessment and self-management of learning. This enables the student to think systematically and critically. Here a big preparatory job is to be done by a teacher who teaches students how to learn, since he understands that if he gives the student some portion of knowledge, this knowledge is sufficient for some time, but if he teaches the student how to acquire this knowledge, this skill will help for a lifetime.
Social/affective strategy is the ability to cooperate and collaborate with other learners and lecturers (e.g. questioning for clarification), to achieve positive reinforcement and encouragement of others. There is also one more strategy in foreign language acquisition – cross-linguistic strategy. That is the ability of code-switching, translation and use of the first language to learn the second.
Cognitive approach views a learner as a thinking person and incorporates activities aimed at making a learner think critically and creatively, acquire a foreign language by comprehension the links between different pieces of information and making associations with previously acquired knowledge.
ЛІТЕРАТУРА
- Chamot, Anna Uhl, O’Malley, J.Michael. A Cognitive Academic Learning Approach: An ESL Content-Based Curriculum. National Clearinghouse for Bilingual Education, 1986. 100 p.
- Fakultas, Suharno & Budaya, Ilmu & Diponegoro, Universitas. Cognitivism and its implication in the second language learning. Journal of Linguistics and education. Vol.1. 2010. P.48-63.
- Tsvetkova Miroslava. The cognitive approach as a challenge in foreign language Teaching. Series in Linguistics, Culture and FLT. Vol.1. 20 P.125-135.
- Пентилюк М. І. Актуальні проблеми сучасної лінгводидактики : збірник статей. К.: Ленвіт, 2011. 256 с.