Theory of second language teaching and learning

1. Cognitive Code Learning
• Cognitive-code learning refers to a theory of second
language teaching and learning developed in
• 1960s
There are two Theoretical models
• Cognitivist psychology (mental processes involved in
knowledge)
• Generative grammar (structural applied linguistics)

2. Chomsky
 Was the man who revolutionized in
linguistics .
 Linguists and language teachers toward
the "deep structure" of language.
 Language structure
 Development of a second language as a
combination of skills

3. 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.

4. Teacher’s Role
 All learning is to be meaningful, the
teacher can do the following :
 1. Build on what the students already
know
 2. Help the students relate new material
themselves, their life experiences, and
their previous knowledge
 3. Avoids rote learning
 4. Use graphic and procedures to clarify
relationships Cognitivismo

5. Student’s Role
 The student acquires
greater responsibility for
their own learning
 Learn from your own
errore
 Learning new
significativo.-knowledge
with prior knowledge

6. Advantages
 There are advantages as well as
disadvantages of cognitive learning
theory.
 While the advantages it’s a good
foundation for elementary level, the
graph phonemic can be the best for
this level.

7. Disadvantages
 Disadvantage of cognitive learning theory
is that it’s a limited to teacher only.
 It is a teacher based learning.
 So whatever the teacher’s knowledge
that's the only things they can learn.