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Cognitive-code learning refers to a theory
of second language teaching and learning
rooted in cognitivist psychology and
structural applied linguistics.
❏ The theory emphasizes the
central role of cognition in
the conscious and explicit
learning of the rules of a
language as a code.
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Cognitive-code Approach
Proponents
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
alternative to the audio-lingual method
prevalent at the time.
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❏ In the context of structural
linguistics and behavioral
psychology, cognitive-code
learning envisions practice to
be meaningful when learners
clearly understand and are
able to apply language rules
in practice.
Cognitive-code Approach
More about
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❏ In the audio-lingual
approach, structural learning
without an explanation and
pattern drills are seen as
leading to modifications in the
learners’ language behavior.
Essential difference between the
audio-lingual approach and the
cognitive-code approach
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❏ On the other hand, in
cognitive-code approach,
students need to
understand the linguistic
rules before these can be
implemented in practice.
Essential difference between the
audio-lingual approach and the
cognitive-code approach
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- It’s a good foundation for
elementary level, the graph
phonemic can be the best for
this level.
- It motivates the students to draw
from their experience and utilize
their mental grammar.
Advantages
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-All learning is to be meaningful, the
teacher can do the following:
● Build on what the students already
know
● Help the students relate new material
themselves, their life experiences, and
their previous knowledge
Teacher’s Role
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References:
Carroll, J. B. (1964). Language and thought.
Prentice Hall: Englewood Cliffs. Google
Scholar
Carroll, J. B. (1966). The contribution of
psychological theory and educational
research to the teaching of foreign
languages. In A. Valdman (Ed.), Trends in
language teaching (pp. 93–106). New York:
McGraw-Hill. Google Scholar
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References:
Chastain, K. (1971). The development of modern
language skills: Theory to practice. Philadelphia:
The Center for Curriculum Development. Google
Scholar
Cognitive code learning. (2016, 4). Share and
Discover Knowledge on SlideShare.
https://www.slideshare.net/Alex1994u/cognitive-co
de-learning
(n.d.). Eli Hinkel.
https://www.elihinkel.org/downloads/CognitiveCod
eLearning.pdf