Cognitive code theory in Applied Linguistics
- 1. Cognitive Code Theory in Applied Linguistics Afshan Khalid Roll no: 01 M.Phil English The Women University Multan
- 2. What is cognitive-code? Cognitive code is also known as: CCLT Cognitive code method CCT Cognitive code approach
- 3. Merriam-webster dictionary • “Cognitive” Acts as an adjective. It involves conscious mental activities, e.g; thinking, understanding, learning and remembering. • “Code” Acts as noun or verb. as a noun, it’s a set of letters, symbols etc to send message as well as it consists of a set of rules or ideas about how to behave.
- 4. Definition • Cognitive-code learning refers to a theory of second language teaching and learning. • Cognitive-code learning theory (CCLT) is accepted as a merger of Chomsky’s Transformational Grammar and Carroll’s Psychology (Carroll, 1965).
- 5. Definition TGG(Transformational Generative Grammar) • Language is rule-governed and creative. • Language includes deep and surface structures. • Competence and performance are important aspects. Cognitive-code= rules + creative + competence + mental + social factors. Gestalt Psychology(Carroll’s Psychology) “Learning should be holistic. Learning should be a combination of mental and social factors.”
- 6. Carroll’s definition According to Carroll: "...learning a language is a process of acquiring conscious control of the phonological, grammatical, and lexical patterns of the second language, largely through study and analysis of these patterns as a body of knowledge." (Carroll, 1966:102).
- 7. (1)Theoretical background • Cognitive psychologists and applied linguists, such as John B. Carroll and Kenneth Chastain, advocated the cognitive-code approach in 1960s to the study of a second language as an alternative to the audio-lingual method prevalent at the time. • To a great extent, cognitive-code learning theory was based on contemporary developments in transformational grammar and the generative theory of language that developed in the 1950s and 1960s.
- 8. (1)Theoretical background Cognitive-code learning theory (CCLT) is a theory of L1 and L2 studies and research. CCLT is said to have briefly replaced behaviorism in the late 1960s. At this time, Chomsky’s theory of Transformational generative Grammar, which claimed language is rule-governed and creative, strongly emphasized rule-governed nature of language and language acquisition, rather than habit formation: this trend gave rise to CCLT in which language learners are encouraged to work out grammar rules deductively for themselves.
- 9. (1)Theoretical background Cognitive code-learning Theory has the influences of Cognitive Psychology. CCLT is also based on Gestalt psychology which states learning should be holistic. The cognitive approach is sometimes considered the modern version of the grammar-translation method.
- 10. Purpose 1 • CCLT is aimed to foster competence. 2 • CCLT emphasizes the central role of cognition in the conscious learning of rules of language as a code. 3 • The main emphasis is on meaningful practice.
- 11. Difference between “Audio-lingual approach” and “Cognitive-code approach”: Audio-lingual approach Cognitive-code approach *Language is a process of habit formation. *This approach was based on behavourist theory. * It’s a techer-centerd approach. * It includes dialogues, drills etc. *Language is a process of conscious mental activity. *This approach was reaction to behavourist theory. * It’s a student-centerd approach. *It includes discussion, self- assessment and presentations etc.
- 12. Significance of Cognitive-code approach: • According to Carroll (1966, p. 102), “the theory attaches more importance to the learner’s understanding of the structure of the foreign language than to the facility in using that structure, since it is believed that provided the student has a proper degree of cognitive control over the structures of the language, facility will develop automatically with use of the language in meaningful situations.”
- 13. Principles of Cognitive-code Learning Theory: The principles are as follows: • 1. Learning occurs through cognitive memory structures, which perceive, process, store for short- or long-term recall and retrieve information, located in the brain. Learning occurs through internal processing of information. • 2. The central precept of cognitive-code theory is meaningful practice in a second language. • 3. Language is taken as complex and rule-governed activity.
- 14. Principles of Cognitive-code Learning Theory: • 4. Learning should be holistic. • 5. Thinking, comprehension, and memory must be emphasized. • 6. Classrooms activities are designed to encourage learners to work out grammar rules for themselves through inductive reasoning. • 7. Content over form must be emphasized. • 8. Lessons must be highly structured around a deductive process, often giving the ‘rule of the day.’
- 15. Principles of Cognitive-code Learning Theory: • 9. Cognitive control works as follows: Phonemes are to be learnt before words, words before phrases, clauses before sentences, and simple sentences before compound, complex, and compound- complex sentences. • 10. The learner is an active processor of information processing; He/she is a thinking being. So, he/she must be at the center of learning process. Learning will only take place, when the matter to be learnt is meaningful to the learner.
- 17. Strength of the Cognitive-code Learning Theory: CCLT has some advantages: • 1. It revived the re-emergence of grammar in the classroom. • 2. It put more emphasis on guided discovery of the rules: this is the rule-governed nature of language. • 3. It rejected the habit formation of Behaviorist theory. There is language acquisition rather than habit formation. • 4. It stressed on the learning of the rules via meaningful practice and creativity. • 5. It practically focuses on the individual student and his/her learning process and progress.
- 18. Weaknesses of Cognitive-code Learning Theory: • 1. CCLT is essentially a theoretical proposal because it did not lead to the development of any teaching method in relation to classroom procedures and activities. • 2. As a theory, it often ignores past experiences and culture influence while we process information. • 3. It is a depersonalized theory; in other words, it does not take into consideration feelings or unconscious actions or reactions.
- 19. Weaknesses of Cognitive-code Learning Theory: • 4. Another important criticism is that biology, genetics, culture, and past experience have not been sufficiently tested as factors in mental processing. • 5. Another disadvantage is that it is extremely time intensive on the part of the foreign language teacher or educator, who, acts as a facilitator, has to invest a huge amount of time and effort on a per student basis.
- 20. Conclusion: CCT is largely seen as an updated variety of the traditional grammar-translation method, with an attendant goal of overcoming the shortfalls of the audio- lingual approach. The Cognitive-code view of learning suggests that information is gathered and processed by our brain, and information processing is a cognitive view of learning.
- 21. References • Guy, C. (2003). Applied Linguistics. Oxford University Press. • Johnson, K. J. (1998). Encyclopedic Dictionary of Applied Linguistics. Malden, Massachusetts 02148 USA: Blackwell Publishers. • Larsen-Freeman, D. (2000). Techniques and Principles in language Teaching. New York : OXFORD University Press (2nd edition). • Parvez, P. (2015). TESOL. House of English Studies. • S.Rodgers, J. C. (January31,1986.). Approaches and methods in language teaching. CAMBRIDGE University Press.