![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].](https://image.slidesharecdn.com/ensayo-ju-1-110324184950-phpapp02/85/Cognitive-Code-Approach-4-320.jpg)
Cognitive Code Approach
- 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].