The cognitive approach to language learning deals with mental processes like memory and problem solving. It emphasizes that language learning is an active mental process, not just habit formation. The cognitive approach focuses on learning strategies that are compatible with learners' cognitive styles. Teachers encourage learners to think about their cognitive preferences and how to optimize learning. Grammar can be taught deductively or inductively, and errors are seen as part of the learning process. The role of the teacher is to analyze the language being taught and explore different student needs, while students take responsibility for their own learning.

1. LANGUAGE LEARNING
João and Taís Duarte
COGNITIVE
APPROACH

2. INTRODUCTION
“(...) language teaching is a field in which fads and heroes
have come and gone in a manner fairly consistent with the kinds
of changes that occur in youth culture.”

3. Method, Approach or technique?
• Approach is the broadest of the three;
• Approach reflects a determinant theory;
• Method is more specific than approach;
• Method is a set of actions pre-establish. A method
might be apply in more than one approach.
•Technique reflects activities or tools used by
teachers. Some can be used in more than one
method.

4. DEFINITION
As its name implies, the cognitive approach deals with
mental processes like memory and problem solving. By
emphasizing mental processes, it places itself in opposition to
behaviorism, which largely ignores mental processes. Yet, in
many ways the development of the cognitive approach , in the
early decades of the 20th century, is intertwined with the
behaviorist approach.

5. HISTORICAL MOMENT
It was a reaction to behaviorst, influenced by psycology
Neisser and Chomskyan linguistics.

6. THEORY OF LANGUAGE
• A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies;
• The cognitive code approach of the 1970s emphasised that
language learning involved active mental processes, that it
was not just a process of habit formation;

7. THEORY OF LANGUAGE
• Based on theories of learning applied specifically to second
language learning. Focus is on the learning strategies that
are compatible with the learners own style. L2 content is
selected according to concepts and techniques that facilitate
generalizations about the language, memorization and
"competence" leading to "performance".

8. • Cognitive strategies are one type of learning strategy that
learners use in order to learn more successfully. These
include repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery for
memorisation. All of these strategies involve deliberate
manipulation of language to improve learning;
THEORY OF LEARNING AND LEARNING ACTIVITY
FOCUS

9. • Activities which can be described as cognitive strategies
include making mind maps, visualisation, association,
mnemonics, using clues in reading comprehension,
underlining key words, scanning and self-testing and
monitoring;
THEORY OF LEARNING AND LEARNING ACTIVITY
FOCUS

10. • Learners can be encouraged to think about their cognitive
style and how it affects their learning by trying a quiz to
identify their preferences. If they understand how they
prefer to think then they can learn how to optimise their
work in the classroom, and also try alternative ways;
• Instructions might be individualized;
THEORY OF LEARNING AND LEARNING ACTIVITY
FOCUS

11. •Grammar must be taught;
•Grammar could be taught in a deductively or inductively
way.
–Deductively: rules taught first than exercise practice.
–Inductively: rules can either be stated after practice
or left as implicit for learners to process their own.
THEORY OF LEARNING AND LEARNING ACTIVITY
FOCUS

12. THEORY OF LEARNING AND LEARNING ACTIVITY
FOCUS
• Pronunciation is not emphasized because a
perfect pronunciation is unreal;
• The four abilities are view as equally important;
• Taught vocabulary is important, mostly in the
intermediate and advanced level;
• Errors are view as important part of the process.
Constructive mistakes.

13. TEACHER AND STUDENT ROLES
• It is expected that the teacher has an advanced proficiency in
the language taught and an ability to analyze it, so it is
possible to explore different needs of the students.
• The students are responsible for their own learning.

14. BIBLIOGRAPHY
• CELCE-MURCIA, M. (Ed) Teaching English as a Second or Foreign Language. 3rd Ed.
US: Heinle Cengage Learning. 2001.
• CHAMOT, Anna Uhl; O'MALLEY, J. Michael. The cognitive academic
language learning approach: A bridge to the mainstream. TESOL quarterly,
v. 21, n. 2, p. 227-249, 1987.
• BROWN, H. Douglas; 吳一安. Principles of language learning and teaching.
2000.