What is cognitive code learning?

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COGNITIVE CODE
LEARNING

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Cognitive-code learning refers to a theory
of second language teaching and learning
rooted in cognitivist psychology and
structural applied linguistics.
❏ The theory emphasizes the
central role of cognition in
the conscious and explicit
learning of the rules of a
language as a code.

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Cognitive
“cognition”

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Cognitive-code learning
cognitivist psychology

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Structural applied
linguistics

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Emphasis
- Role of cognition
- Explicit rule learning

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Emphasis
REPETITION = MASTERY

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Cognitive-code Approach
❏ The cognitive-code approach
to learning a second language
sees it as a study of language
as a complex system with the
goal of gaining conscious
control of the grammatical,
lexical (vocabulary), and
auditory patterns.

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Theoretical Background
1. To a great extent, cognitive-code
learning theory was based on
contemporary developments in
transformational grammar and
the generative theory of language
that saw its heyday in the 1950s
and 1960s.

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2. In this light, the cognitive-code
approach did not have much
appeal to language teachers
whose training rarely entailed a
detailed familiarity with grammar
rules and abstract concepts of
syntax.

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3. By the mid-1970s, the
cognitive-code approach had all
but disappeared among other
competing theories of second
language learning, and more
specifically, due to the prominent
rise of communicative language
teaching.

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4. The influence of cognitive-code
learning on the subsequent
methodological developments in
second language teaching was felt
in the evolution of error analysis and
the need for contextualized
grammar instruction.

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5. More specifically, in language
pedagogy, the cognitive-code
proposal has led to a realization that
linguistic structural rules, as, say, in
grammar teaching, are not syntactic
abstractions but are an integral
component of language production
and use in writing or interaction.

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Proponents
Based on the foundations of linguistic
theories and the findings of
psycholinguistic research, cognitive
psychologists and applied linguists, such
as John B. Carroll and Kenneth Chastain,
advocated the cognitive-code approach
to the study of a second language as an
alternative to the audio-lingual method
prevalent at the time.

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Proponents
John B.
Carroll

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Proponents
Kenneth Chastain

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More about
This approach took the view of
a conscious study of the
language structure as central
and placed a great deal less
emphasis on the development
of a second language as a
combination of skills.

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❏ In the context of structural
linguistics and behavioral
psychology, cognitive-code
learning envisions practice to
be meaningful when learners
clearly understand and are
able to apply language rules
in practice.
More about

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❏ Providing learners
opportunities for a great
deal of meaningful
practice in a second
language constitutes the
central precept of the
cognitive-code approach
More about

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❏ In the audio-lingual
approach, structural learning
without an explanation and
pattern drills are seen as
leading to modifications in the
learners’ language behavior.
Essential difference between the
audio-lingual approach and the

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❏ Example:
Using Transformation Drills
Audio-lingual approach
"I eat apples"
"I don't eat
apples"

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❏ Example:
"They eat
apples.”
"They don't
eat
apples."”

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❏ Example:
"Do they eat
apples?"
"They ate
apples."”

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❏ On the other hand, in
cognitive-code approach,
students need to
understand the linguistic
rules before these can be
implemented in practice.
Essential difference between the
audio-lingual approach and the

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❏ The aim of the class is for learners to
understand the ‘rule of the day', which is
that the past form of regular verbs
Cognitive-code approach

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- It’s a good foundation for
elementary level, the graph
phonemic can be the best for
this level.
- It motivates the students to draw
from their experience and utilize
their mental grammar.
Advantages

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- Limited to teacher only
- Teacher-based learning
- Whatever the teacher’s
knowledge, that’s the only
thing they can learn.
Disadvantages

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-All learning is to be meaningful, the
teacher can do the following:
● Build on what the students already
know
● Help the students relate new material
themselves, their life experiences, and
their previous knowledge
Teacher’s Role

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-All learning is to be meaningful, the teacher
can do the following:
● Avoids rote learning
● Use graphics and
procedures to clarify
relationships
Teacher’s Role

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1. Students acquire greater
responsibility for their own
learning.
2. Learn from your own
errors.
3. Learning new significant
knowledge with prior
knowledge.
Student’s Role

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References:
Carroll, J. B. (1964). Language and thought.
Prentice Hall: Englewood Cliffs. Google
Scholar
Carroll, J. B. (1966). The contribution of
psychological theory and educational
research to the teaching of foreign
languages. In A. Valdman (Ed.), Trends in
language teaching (pp. 93–106). New York:
McGraw-Hill. Google Scholar

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References:
Chastain, K. (1971). The development of modern
language skills: Theory to practice. Philadelphia:
The Center for Curriculum Development. Google
Scholar
Cognitive code learning. (2016, 4). Share and
Discover Knowledge on SlideShare.
https://www.slideshare.net/Alex1994u/cognitive-co
de-learning
(n.d.). Eli Hinkel.
https://www.elihinkel.org/downloads/CognitiveCod
eLearning.pdf

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