Cognitive approaches to language teaching were developed in the 1960s and focus on consciously using a grammar-based syllabus while also allowing students to practice using language in meaningful ways. These approaches teach subskills like pronunciation and writing letters before moving to real communication, starting with basic units like phonemes and working up to more complex sentences and discourse. Lessons follow a highly structured deductive process where creative language use comes later, and students are expected to produce language correctly from the beginning through practice with temporally sequenced but sometimes unmotivated exercises.

1. COGNITIVE-CODE
APPROACHES
Cecilia Maller Araya
Teaching English for Secondary Education

2.  Evident in the 1960s.
 Cognitive refers to any attempt to rely consciously on a syllabus
based on grammar, but at the same time to allow the practice and use
of lg. in meaningful ways. ( Richard and Rogers 1986).
Subskills in listening, reading, speaking and writing ( sound
discrimination, pronunciation of certain elements, distinguishing
between similar letters ) must be mastered before real communication

3.  i.e. phonemes learnt before words.
 Words before phrases and sentences.
 Simple sentences before complex ones,etc.

4.  Lessons:
Highly structured deductive process.
 Creative lg. appears at later levels during practice.
 Learners generally produce correctly from the beginning.
 Most of the time devoted to temporally related but often
unmotivated discourse.