COGNITIVE INFLUENCES ON LANGUAGE LEARNING

COGNITIVE INFLUENCES ON LANGUAGE LEARNING

1. COGNITIVE FACTORS=MENTAL CONDITIONS

   • COGNITIVE STYLE=LEARNERS SYLES
     • MANNER IN WICH THE LEARNER PERCEIVES, MONITORS CONCEPTUALISES AND RECALLS LINGUISTICS INFORMATION
       • BROWN (1973)
         • COMBINATION OF AFFECT AND COGNITION
           • CHARACTERISTICS
             • .REFLECTIVE-IMPULSIVE THINKING .BROAD-NARROW CATEGORIZING . SKELETONIZING-EMBROIDERINGS .BELIEF COGRUENCE-CONTRADICTION .INTERFERENCE-PRONE
     • INCLUDES COGNITIVE AFFECTIVE AND PSYCHOLOGICAL BEHAVIOURS
       • REID (1987)
         • .VISUAL LEARNERS .AUDITORY LEARNERS .KINAESTHETIC LEARNERS .TACTILE LEARNING
       • WILLING (1987)
         • .CONCRETE LEARNERS .AUTHORITY-ORIENTATED LEARNING STYLE .ANALITIC LEARNERS STYLE

2. INTELLIGENCE IN L2

   • DEPENDS ON WITH UNDERSTAND

3. INTELLIGENCE IN L2 DEPENDS ON WITH UNDERSTAND

   • iIt is a predictor of success of language learning informal instruction contexts
   • GARDNER (1985)
     • rEFERRED 7 DIFFERENT FORMS OF KNOWING
       • .LOGIC-MATHEMATIC .LINGUISTIC .SPATIAL .MUSICAL .BODILY-KINESTHETIC .INTERPERSONAL . INTRAPERSONAL . NATURALISTIC .SPIRITUAL

4. LANGUAGE APTITUD

   • NATURAL ABILITY FOR LEARN LANGUAGE
     • SKEHAN (1989)
       • IT IS CONSISTENTLY THE MOST SUCCESSFUL PREDICTOR OF LANGUAGE LEARNING SUCCESS
     • KROSHEN (1981)
       • APTITUD IS NOT CONNECT WITH FORMAL INSTRUCTION
   • .IT IS AN IMPORTANT FACTOR IN SLA .INNATE CAPACITY .DIFFERENT CAPACITIES AND ABILITIES
   • (MLAT) 4 MAIN COMPONENTS
     • .PHONEMIC OR PHONETIC CODINGABILITY .GRAMMATICAL SENSITIVITY .INDUCTIVE LAGUAGE LEARNING ABILITY .ROTE LEARNING ABILITY

5. FOCUS IN PARTICULAR ON THE DUALITY

   • FIELD DEPENDENCE
     • .PERSONAL ORIENTATION .HOLISTIC .DEPENDENT .SOCIALLY SENSITIVE
   • FIELD INDEPENDENCE
     • .IMPERSONAL ORIENTATION .ANALYTIC .INDEPENDENT .NOT SO COIALLY AWARE

6. LEARNING STRATEGIES

   • WILLING (1988) Particular approaches or techniques that learners employ to try to learn on L2. WEDEN AN RUBIN (1989) Specific actions or techniques wich may or may not be observable.
   • CHARACTERISTICS:
     • .COMMUNICATIVE COMPETENCE .FLEXIBLE .CONSCIOUS .ACTIONS TAKEN BY THE LERNER .INVOLVE MANY ASPECTS OF THE LERNER .PRESENT IN ALL LERNER
   • PRACTICAL PURPOSE: COGNITIVE, MEMORY, COMPENSATION, METACOGNITIVE, SOCIAL, AFFECTIVE AND COMMUNICATION STRATEGIES
     • MACHON RUIZ (1985) DIVISION BETWEEN COMMUNICATION STRATEGIES BASED ON L1 AND L2 A)REDUCTION STRATEGIES CAN BE FORMED AND FUNCTIONAL. B)ACHIEVEMENT STRATEGIES COMPENSATIONS OR RETRIEVAL

7. STRATEGY TRAINING

   • THE AREA OF MOST INTEREST TO US AS CLASSROOM TEACHERS
   • WE CAN TEACH STUDENTS TO BECOME MORE EFFECIENT LEARNERS OF A FOREING LANGUAGE

8. OUT-OF-CLASS LEARNING STRATEGIES

   • GOING TO THE CINEMA, READING NEWSPAPER, LISTENING MUSIC, ETC