What is Cognitivism?

The study in psychology that focuses on mental process including how people think, perceive and learn

To solve problems and direct their attention to one stimulus rather than other.

Jean piaget theory of cognitivism development: It originated firstly by his interest in animal, and how

They were equipped to deal with environment and ability to survive.

Vygotsky theory of cognitivism development: He placed more stress on social contributions to the
process of development, whereas piaget emphasized self-initiated discovery. The development

Of cognitivism theory was termed as “cognitive revolution” … an intellected movement in the 1950s

Named cognitive science.

Factors affecting development of cognitivism:

According to Jordan, carlite & stack (2008:3637) there are four factors influencing it.

1. Experimental psychology
2. The shift from behaviorism to cognitivism
3. Language acquisition
4. Computer and artificial intelligence

Principal of cognitivism:

Cognitivism involves the study of mental process i.e. Sensation, perception, attention, encoding and

Memory that behaviorists were reluctant to explore because cognition happened inside the black

Box of the brain (Jordan, carlite & stack,2008:36)

Three important cognitive theories (Approaches)

Piaget’s cognitive development 91896-1980)

Vygotsky’s socio cultural theory (1896-1934)

The information processing approach (Hebb)

Piaget’s cognitive development approach:

He is the famous psychologist from Swiss. His theory states that children actively cons-tract their

understanding of the world and go through stages of cognitive development.

Organization and adaptation are two main process involved in this approach.

Adaptation is further elaborated into assimilation and accommodation

Piaget believed that the children pass through four stages of cognitive development.

1. Sensorimotor (from birth to about 2years)

 2. Preoperational (two to seven years)
3. Concrete operational (seven to eleven years)
4. Operational (eleven to fifteen)

Vygotsky’s social culture Theory

He is a Russian psychologist, his theory was based on the development analysis, the role of language and

Social relation.

According to hebb (2003:3), there are 3 claims of Vygotsky.

1. Child’s cognitive skills can be understood only when they are development analyzed and
interpreted
2. Cognitive skills are mediated by words, language and forms of discourse for transforming mental
3. Activity.
4. Knowledge is situated and collaboration.

According to him, humans are the only species to have created culture and every child develops that
culture

What type of learning are best explained by this theory?

 Reasoning
 Philosophizing
 Problem solving
 Information processing

The information processing approach.

According to Hebb (2003:6) this approach emphasizes that individuals manipulate information

Processing. Green (2003) says that this approach involves 3 basis steps.

1. Encoding
2. Storage
3. Retrieval

The information achieved must be transferred through 3 basic memory before it can be stored and

Retrieved. These memories are

1. Sensory memory
2. Short-term memory
3. Long-term memory

Cognitive approach summary:

(A) Key Features:

 Mediational process
 Information processing
 Computer analogy
  Nomothetic (Studies in group)
 Schema
 Machine reductionism
(B) Methodology
 Lab experiments
 Introduction (Wndt)
 Memory psychology (kohelbery, Paget)
 Interviews (K.F.HM)
 Case Studies (Piaget)
 Computer Modelling

Main subjects of cognitivism:

Forensic, Psycholinguistics, Discourse analysis, CDA

Discourse Analysis:

Discourse can be defined in three ways:

1. Language beyond the level of a sentence

2. Language behaviors linked to social practices
3. Language as a system of thought

Analysis of discourse is concerned with the study of language in text and conversation.

“Stretches of language perceived to be meaningful, unified and purposive” (cook:1989)

Approaches to discourse analysis (Eggins & Slads,1997)

 Sociology based
 Sociolinguistics based
 Philosophy based
 Linguistics based
 Anthropological based
 Narrative based
 Classroom based
 Critical based

Syllabus of discourse analysis:

The course introduces students to main theories as well as research in the field of discourse

Analysis, arouses concept of coherence and lexical features in written texts, trains about variety

Of analytical methods involved in discourse analysis.

Course Outlines:
 Introduction to discourse
 Key concepts in pragmatics and discourse
  Theories of discourse
 Studies in pragmatics and discourse
 Formal links (Cohesion & Coherence)
 Language Functions
 Pragmatics and contextualization
 Discourse types
 Coherence in the interpretation of discourse
 Conversational analysis
 Discourse and institution
 Analyzing discourse (Terry Locke)

Course Objectives:
1. To introduce students basic concepts and terms in the field of discourse analysis.
2. To understand how discourse is structured and interpreted.
3. To learn the most important approaches to discourse analysis.
4. To understand and analyze texts using various discourse analysis methods.
5. To read and discuss description and illustrations of leading approaches, method and
applications of discourse analysis.
6. To increase familiarity with educational research deploying discourse analytic
approaches.
Topics discussed under discourse analysis.
They typically include conversational analysis (Sociological) transcriptional
techniques(Linguistics) genre analysis (rhetoric) anthropological linguistics, the co-operative
principle and speech –act theory (Philosophy) prosodic analysis(linguistics)narrative structure
(linguistics) and so on.
Types of teaching methodologies in discourse analysis:
Discourse analysis as a method of inquiry has improved our collective understanding of
Teaching and learning processes for minimum of decades. Discourse analysis helps to
Second language teaching and learning, how teachers can improve their teaching methods
And methodology by investigating actual language use both in and out of the classroom
And how students can learn language by implementation of different types of discourse
Calce-Murcia and Olshtrain (2000) Hatch (1992) McCarthy (1992) pared a why in this
Perspective a lost. There are following teaching strategies in discourse. Language of
Classroom.
1. Anchored Instructions:
 It refers to designing and implementing instructions around anchors i.e. cases, stories
And situations that involves some kind of case study as problem situated.
This methodology is implemented by using the teachers, students to formulate and
Seek answers to the question.
2. Videotape and then watch the lesson along with transcription and analyzing:
To capture your questions and student’s responses, watch it, think about the type of
Questions, recurring patterns in questioning style and the impact it has on the student’s
Responses. After this transcribe the lesson and focus on specific question and student
responses. Finally, analyse the videotape and transcript. In this context, teachers can
investigate that how on focusing actual question answer interaction, they would make
amendment in more progressive way.
1. Communication activities:
They promote interaction and provide opportunities for students to engage in table. In this
Way teachers use communication tasks to evaluate learner’s proficiency.
2. Cross-cultural linguistic patterns:
A discourse analysis of teacher student interaction may help in this context to.
For some linguistic groups, this discourse behavior can be interpreted as a signal of
engagement and involvement, however, other speakers may view it as an interruption
and imposition on their speaking rights.
What the teachers does under this theory without technology and with technology.
1. Visual aids (such as posters) can be used to reinforce concepts.
2. Encourage studies to form visual images that capture the things they are studying.
3. Instructional materials should include demonstration illustration and construction
feedback.
4. Organized instruction can be provided through the use of concept maps.
5. The SMART board is a way for the teacher to incorporate technology into the classroom.
6. Using flashcards, note cards and or written notes to assist with recall of the subject
matter.
7. Students can participate in open discussions that involve critical thinking questions and
ideas.
 8. When working in group projects, students can use a display board to showcase the results
of
9. The group efforts.
10. Students can use the internet to research information for homework and school projects.
11. Online programs can be utilized to connect with other students outside of the classroom.
12. Students can use power point and Prezi to assist in assembling multimedia presentation.
13. Students can develop critical thinking skills by engaging in a process of looking at a
problem, working through the problem, and coming up with solution.
14. By merging new knowledge with the old knowledge they already possess.
15. The teacher plays a significant role in this theory. If he knows the strengths and
weaknesses of a student, tactics can be devised to increase the possibility of success for
that learner.

Shared knowledge: The basis for planning teaching

According to this discourse teaching methodology knowledge of the world is inter-related to
Communication interaction. There are 3 types of knowledge under this strategy.
I. Prior knowledge
II. Content knowledge
III. Discourse knowledge
Discourse analysis and the teaching of the language areas:
Discourse has main application in the language areas of phonology, grammar and vocabulary.
Phonology…teaching of oral discourse in particular the prosaic or suprasegmentally elements,
Provide range of rhythms and intonates.
Grammar … It is seen to have direct role in wedding clauses, turns them into sentence and into
Discourse.

Discourse and teaching of language skills:

It involves
Schematic knowledge
Contextual knowledge
Language teachers can provide learns with listening activities which will engage them
In listening practice at discourse level.
Problems faced in teaching language
(1) The biggest obstacle faced by language teachers arriving at communicative approach,
Informed by discourse analysis at both theoretical and practical level is lacking language
Teachers and teaching professionals. They should be provided pedagogical trainers
(2) Language teachers require training in cross-culture communication. Here, the shared
Knowledge relates to student’s background, it is something, teachers must be aware of
Selecting study materials for a modern multicultural classroom.
(3) In order to import awareness of discourse and cultural features to their learners at both
Microstructural and macro-organizational level, language teachers should be trained in
discourse analysis and an awareness at cross-culture difference.
(4) The course-oriented curriculum, which should be the basis for language course with a
discourse Orientation, places special focus on three areas.
Context, text types, communication goals.
(5) Discourse occurring in classroom itself (i.e. spoken and written communication between
the Teacher and students and among students)
Discourse of teaching material and assessment instruments also needs to be polished. The
result of solution for class-room centered research but also enhance our understanding of
discourse based approaches to education in general and to language teaching in particular.
References:
1. “Benjamin Bool-Critical thinking skills.” Invventors.Web. of April,2012.
2. “Conditions.” Learning Theories. Web 01 April,2012.
3. “Conditions of learning (Robert Gagne)”. Condition of Learning. Web.04 April,2012.
4. Jordan, Mary and Suzanne Campbell.” Cognitivism: A Theory of Learning.”