The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach

2021 ◽  
Author(s):  
Stéphanie Roussel ◽  
André Tricot ◽  
John Sweller
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Theory Approach ◽  
Load Theory ◽  
Academic Content

scholarly journals APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS

2018 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
Leni Amelia Suek
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Second Language Learners ◽  
Modality Effect ◽  
Instructional Designers ◽  
Sources Of Information ◽  
Load Theory ◽  
Extraneous Load ◽  
Teaching Learning

Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

scholarly journals The use of illustrations when learning to read: A cognitive load theory approach

2009 ◽  
Vol 24 (5) ◽  
pp. 659-672 ◽  
Author(s):  
Susannah Torcasio ◽  
John Sweller
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Theory Approach ◽  
Learning To Read ◽  
Load Theory

Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach

2017 ◽  
Vol 52 ◽  
pp. 69-79 ◽  
Author(s):  
Stéphanie Roussel ◽  
Danielle Joulia ◽  
André Tricot ◽  
John Sweller
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Theory Approach ◽  
Load Theory ◽  
Human Cognitive Architecture

The imagination effect when using textual or diagrammatic material to learn a second language

2020 ◽  
pp. 136216882097178
Author(s):  
Olga Ignatova ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Spatial Information ◽  
Empirical Studies ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Visual Spatial ◽  
Textual Material ◽  
Memory Resources

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

Translating words into equations: a cognitive load theory approach

2005 ◽  
Vol 25 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Duncan Pawley ◽  
Paul Ayres * ◽  
Martin Cooper ◽  
John Sweller
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Theory Approach ◽  
Load Theory
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