The document discusses the cognitive code approach to teaching English as a second language. It states that this approach arose in reaction to behaviorism, combining new thinking from psychology, anthropology, and linguistics. Under this approach, language is conceived as a mental process rather than a behavior, and is considered an abstract and conventional system. The cognitive code approach emphasizes developing vocabulary and grammar through reading and writing, and views errors as a natural part of learning. Teachers provide tools for students to work independently to solve problems.

1. REPÚBLICA BOLIVARIANA DE VENEZUELA
UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE BARQUISIMETO
SUBDIRECCION DE INVESTIGACIÓN Y POSTGRADO
C0GNI71V3 –C0D3 4PPR04CH 1N 73ACH1NG 4ND
L34RN1NG PR0C35535
By
Prof. Piña Granda Julio César

2. The teaching of English as a second language, or ESL, underwent enormous
changes during the past century. Yet the tradition of English language teaching goes
back further to a time when English was not widely spoken or taught. By this sense,
Wilson (1983), claims that as a reaction to behaviorism, which was based on the
proposition that behavior can be researched scientifically, the cognitive code
approach arose combining new thinking in psychology, anthropology and linguistics
fields. Also, under this method, English teachers can be more creative a more didactic
with their students and students can enjoy learning trough no rigorous processes.
According to Quirke (s/f), language, under this English teaching method is
conceived not as a behavior, but as a mental process. Language is a form of codified
in an abstract way. Besides, it is considered as an arbitrary and conventional system.
Moreover, teachers can use language not as a repetition drill but as something that
student can create by their own.
Quirke (s/f), also states that to “Behaviorism learning was not a habit but
required cognitive processing and mental effort”. One of the main features that
Cognitive code approach does have is that teachers provide the necessary tools to
their students, so they can work on their own with assignments. In this sense, learning
depends upon perception and insight formation. They feel that all learning is in the
nature of problem solving. The learner tries to solve new problems on the basis of
previous learning. The learner analyses and tries to identify the elements or
components of the new situation. However, teachers feel more comfortable about
showing rules, presenting grammar, and allowing students to work out rules in class.
In other words, the main purpose of this approach, in relation to the learning process,
is for the students to be capable to solve problems individually. One important aspect
to be mentioned is that teaching should be subordinated to learning.
On the other hand, taking into consideration the previous explanation, it can
be established that this approach makes emphasis on the development of vocabulary
and grammar, and the skills it develops are reading and writing. Errors, besides, are
inevitable since they are considered an important part in the learning process.

3. Therefore, teachers have to treat errors as not only natural, but as a positive indication
that learning is taking place.
As a conclusion, teachers may put into practice this approach by using
different games such as: Crosswords, Guessing, Maze, and Texting among others.
Cognitive code approach is very meaningful and creative when teachers want theirs
student to enjoy learning English in a practical way.

4. REFERENCIAS
Quirke, P. (s/f). A short history of EFL. [Documento en línea].Disponible:
http://www.philseflsupport.com/index.htm [Consulta: 2011, Marzo 7].
Wilson, T. (1983). The cognitive approach to information-seeking behaviour and
information use. [Documento en línea].Disponible:
http://informationr.net/tdw/publ/papers/cogapp84.html [Consulta: 2011, Marzo
7].