A Cognitive Approach to Teaching Italian Prepositions to Polish Students

2020 ◽  
pp. 85-111
Author(s):  
Aleksandra Paliczuk
Keyword(s):  
Cognitive Approach ◽  
Approach To Teaching

A Cognitive Approach to Teaching Spelling

1986 ◽  
Vol 53 (2) ◽  
pp. 169-173 ◽  
Author(s):  
Bernice Y. L. Wong
Keyword(s):  
Word Knowledge ◽  
Specific Information ◽  
Cognitive Approach ◽  
Cognitive Demands ◽  
Spelling Instruction ◽  
Monitoring Strategies ◽  
Approach To Teaching

A case for a cognitive approach to teaching spelling is presented. An examination of the cognitive demands of the act of spelling indicates that the speller needs to coordinate several sources of word knowledge: phonological, orthographic, syntactic, and semantic. The act of spelling is completed with a decision about the acceptability of the spelling produced. Spelling instruction, therefore, should include specific information about words and about monitoring strategies. Data are used to support this approach to teaching spelling.

scholarly journals TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH

2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Direct Translation ◽  
Cognitive Linguistic ◽  
Approach To Teaching ◽  
Linguistic Approach ◽  
Experimental Group ◽  
Better Than

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.

scholarly journals Cognitive approach to teaching RCT

2019 ◽  
Vol 54 (3) ◽  
Author(s):  
N.P. Shulgina ◽  
K.A. Rudaya
Keyword(s):  
Cognitive Approach ◽  
Approach To Teaching

scholarly journals A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish

2019 ◽  
Vol 57 (1) ◽  
pp. 71-95
Author(s):  
Marina Anna Colasacco
Keyword(s):  
First Language ◽  
Cognitive Grammar ◽  
Motion Verbs ◽  
Processing Instruction ◽  
Cognitive Approach ◽  
Basic Principles ◽  
The Third ◽  
Students First ◽  
Approach To Teaching ◽  
Method Of Instruction

AbstractIn this study we compare two instruction approaches (cognitive and traditional) to the teaching of Spanish deictic motion verbs –ir, venir, llevarandtraer– to German and Italian learners. We also analyse whether the students’ first language (Italian or German) influences the results of the cognitive methodology we applied. The Cognitive Instruction combined the basic principles of Cognitive Grammar with those of Processing Instruction for activities in which students practice both comprehension and production. We carried out a survey of 274 university students who were learning Spanish (Level B1) at universities in Italy and Germany. Students carried out a test prior to receiving the instruction and three tests subsequently, one immediately afterwards, the second a week later and the third, a month later. The cognitive methodology proved to be beneficial and positive. The students who received cognitive instruction made better form-meaning connections and showed higher performances in the use of deictic motion verbs than those who received traditional instruction. The learners’ L1 did not appear to influence the results of the groups that received the cognitive method of instruction.

scholarly journals A communicative and cognitive approach to teaching monologue communication to foreign students in the educational and professional sphere

2021 ◽  
Vol 273 ◽  
pp. 11004
Author(s):  
Olga Voskerchyan ◽  
Larisa Lepichova
Keyword(s):  
Foreign Students ◽  
Cognitive Activity ◽  
Cognitive Approach ◽  
Approach To Teaching

The article discusses the issue of the unit of learning/mastering of foreign students to a scientific monologue as one of the types of communicative-cognitive activity. In the mainstream of the communicative-cognitive approach, the content of the concept of a unit of learning/assimilation is formulated, the requirements and functions of this methodological category are described, the parameters of methodological modeling are indicated.

scholarly journals The Cognitive Approach to Teaching Students English Terminological Lexis of the Subject Field of “Microeconomics”

2018 ◽  
Vol 24 (2) ◽  
pp. 236-253 ◽  
Author(s):  
Liudmyla Naumenko ◽  
Оksana Оliynyk
Keyword(s):  
Problem Solving ◽  
Language Game ◽  
Research Activity ◽  
Creative Imagination ◽  
Cognitive Approach ◽  
Lexical Information ◽  
Subject Field ◽  
Structure Information ◽  
Approach To Teaching ◽  
The Subject

The paper is devoted to study of prerequisites of applying cognitive approach to teaching English terminological lexis of the subject field of “microeconomics” of students of non-special higher educational establishments. Such notions as “cognition”, “memory”, “attention”, “thinking”, “intelligence” that provide student’s mental activity in the process of studying have been considered. The system of cognitive exercises on learning English economic terminology that contains seven types, i.e.: exercises on choice of proper lexical information, grouping, guesswork from the context, logic thinking, formulating scientific definitions, language game, associative thinking, problem-solving, and is based on logic operations of comparison, identification, division / disjuncture, integration / conjuncture, analysis and synthesis, deduction, abstraction, generalization, classification, typology, categorization, conceptualization, formulation of notions and judgements. The exercises have been chosen according to thematic principle (the topic “Marketing’ from the author’s manual ‘Business English Course’) and include the following kinds: identifying a key word, identifying an odd word, multiple choice, finding out a particular name, grouping the words according to their semantic combinability, guesswork from the context, formulation of definitions, solving the crossword, filling in the radial diagram of the mental map by language reactions-associations to the word ‘marketing’, problem-solving of the real-like situation dealing with marketing activity in small groups and proposing a business solution. The selected exercises develop heuristic capabilities, analytic skills, logics of thinking and creative imagination of students, facilitate memorizing, strengthen attention, intensify subject and foreign languages knowledge, help to acquire new knowledge, structure information in verbal and visual forms, motivate research activity. 

scholarly journals EXERIENCES WITH CONGINTIVE MECHANISMS IN TEACHING FOREING LANGUAGE

2017 ◽  
pp. 108-112
Author(s):  
A. T. Anisimova
Keyword(s):  
Information Processing ◽  
Foreign Language ◽  
Learning Styles ◽  
Foreign Languages ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Language Competence ◽  
Approach To Teaching ◽  
Development Of Language ◽  
Linguistic Approach

The article describes the experiences of applying cognitive linguistic approach to development of learners foreign language competence. It is suggested that the introduction of new language material should be based on conceptual representations (senses) of language forms rather than on comparability of native and foreign languages. Behind the cognitive approach to teaching foreign language there is a proposition that language is connected with reality or one of the possible realities through interpreting activity of an individual. The author discusses such issues of cognitive science as knowledge representation, information processing, development of language consciousness and individual learning styles in relation to teaching Russian learners a foreign language. The article describes the experiences of using cognitive mechanisms in development of effective tools in teaching a foreign language, in particular such topics as the system of the English article, teaching learners new foreign language vocabulary, usage of polysemantic words. The enhancement of language didactics paradigm with cognitive issues appears to be beneficial not only in learning a foreign language but also in development the learners general discursive competence.

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