惊喜英文认知教学法-(英语)

认知法

一、

Brief introduction

认知教学法，又称认知

-

符号法，或认知

-

符号学习理论，是按照认知规律，调

动学习者智力 潜能，

努力去发现和掌握语言规则，

创造性地活用语言的一种外 语

教学法体系。

二、

Basic theory

Like

the

Audiolingual

Method,

the

Cognitive

Approach

looks

for

a

rationale

in

linguistics

and

Cognitive Approach seeks in transformational grammar and cognitive psychology a

basis for second language teaching.

1

Transformational

Grammar

：

Chomsky

maintained

that

language

is

an

intricate

rule-based

system

；

Every

normal

human

being

is

born

with

a

LAD

（

language

acquisition

device

）

.It

is

competence

that

a

child

gradually

acquires,

and

it

is

this

language

competence

that

allows

the

child to be creative as a language user.

2

Cognitive psychology: Cognitive psychology emphasis on the various mental processes used in

thinking, remembering, perceiving, recognizing, classifying, Cognitive Psychologist hold

that learning must involve organization of material and learning should be ure has

given meaning to parts previously incomprehensible.

三、

characteristics

1)

认知法明确指出，外语教学应以学生的认知 活动为主，而不应让

教师主宰课堂。

采取直接法和听说法的教师 往往主观设计各种教学环节，

认知法却要求教师的备课建立在学生认知的特点上，根据学 生认知过程

进行教学。

?

2)

认知法的一个重要特点是反对机械模仿，注重培养学生的创 造性

思维，鼓励学习和使用外语中的创新精神。为此，认知法要求让学生明

确每堂课甚至每一练习的教学目的，无论是学习语言知识还是技能训练

都强调 理解其中的内容，使学生能根据教学目标创造性地学习。

?

3)

认知法的教学重视语法，必要时可用母语进行教学。然而 ，认知

法的语法教学又与语法翻译法不同，

它要求通过有意义的 练习达此目的。

同时，认知法根据认知心理学的原理，强调教学必须遵循从学生已知，< /p>

即已掌握的知识，到未知，即新知识领域的认识过程，它不同于语法翻

译法大量使用的演绎法。

) Knowledge of language rules facilitates learning.

2) Rules are taught deductively.

3) Competence comes before performance.

4)

The

learner

is

the

center

of

classroom

teaching./learner- centered

class.

5) Language practice is the main form of classroom teaching.

6) Learning is based on understanding.

7) Cognitive

Approach

gives equal importance

to all the four skills.

8) Mistakes are unavoidable.

1.

The Cognitive Approach concentrates on

the

learner

’

s

processes

of

knowledge

rather than on mechanistic procedures imposed upon his by the teacher

. At the level of

linguistic theory, it signals a rejection of the view that language is external to the mind of

the

individual.

Cognitivism

states

that

①

knowledge

of

language

rules

facilitate

basic

tenet

of

the

Cognitive

Approach

which

is

different

from

that

of

the

Audiolingual Method is, while in the Audiolingual Method, teachers were warned not to tell

the

learner

about

the

language,

that

is,

not

to

teach

grammar

.

②

Grammar

are

taught

the Cognitive Approach, teachers are required to tell the learner about the

language, because knowledge of language rules facilitates learning.

1.

The

Cognitive

Approach

concentrates

on

the

learner’s

processes of knowledge rather than on mechanistic procedures

imposed upon his by the teacher.

2.

At the level of linguistic theory, it signals a

rejection

of

the

view

that

language

is

external

to

the

mind

of

the

individual.

3.

At the level of phychological learning theory, it

signals a rejection of stimulus-response models.

4.

At the level of teaching techniques, it signals the

environment

of

deliberate

grammar

teaching

as

an

aid

to

learning.

5.

Cognitivism

states

that

①knowledge

of

language

rules

facilitate learning.

6.

The basic tenet of the Cognitive Approach which is

different from that of the Audiolingual Method is, while in the

Audiolingual

Method,

teachers

were

warned

not

to

tell

the

learner

about the language, that is, not to teach grammar. ②Grammar are

taught deductively.

In

the

Cognitive

Approach,

teachers

are

required

to

tell

the

learner about the language, because knowledge of language rules

facilitates learning.

8.

It is believed that knowledge of language rules form

the learner’s language foundation. They must learn the rules of

the language before applying them. ③Competence comes

before

performance.

9.

The Cognitive Approach holds that grammar is

important, but is never taught for its own sake. The learning of

grammar should be conducted in a functional way so that students

may apply what they have learned to actual communicative

situations.

10.

The

Cognitive

Approach

believes

that

learners

play

a

decisive

role in foreign language learning.

11.

To achieve the teaching objectives, the teacher must

understand the psychology of the learner.

12.

Positive

attitude,

confidence,

strong

motivation

and

correct

learning method all play a part in the success of language

learning.

13.

Since ④the learner is the center of classroom teaching,⑤

language practice should be the main form of learning.

14.

Opportunities

should

be

provided

so

that

students

can

develop

the ability of using the target language through active