The Cognitive Approach

Audiolingualism with its emphasis on forms and on the rote practice of patterns began to wane with
the Chomskyan revolution.
Chomsky talked about the rule-governed nature of the language.
According to Chomsky's transformational generative grammar, teaching all the expressions and
sentences that students may need is impossible because language is infinitely varied.
The cognitive approach, also known as cognitive code-learning theory, was advocated by cognitive
psychologists and applied linguists such as J.B. Carroll and K. Chastain in the 1960s. It was intended
as an alternative to the audio-lingual method that emphasizes habit formation as process of language
learning.
According to Chastain, cognition is " a conscious acquisition of competence followed by a conscious
application of the competence in the conscious development of performance skill."
Chastain: One basic tenet of the cognitive approach is that students never be expected to meet new
structures prior to the explanation of those forms.
Carroll: A rule is an abstraction but a habit is what has actually been learned.
Neither inductive nor deductive model alone is adequate.
Carroll sees a place for habit formation as well as rule learning.
Carroll proposes a synthesis between habit formation theory and cognitive code approach.
Because of its emphasis on studying a foreign language as a system of rules and knowledge, rather
than learning it as a set of skills, the cognitive approach is sometimes considered the modern version
of the grammar-translation method.
The cognitive approach is based on gestalt psychology (learning should be holistic; learning becomes
easier when one treats the target as part of a structure or system and understands how it is related to
the rest of the system) and transformational grammar (language is rule-governed and creative; these
are related because you can use a language creatively only when are familiar with the rules of that
language).
The cognitive approach considers the conscious study of language rules as central to the learning of a
foreign language. One of its most important concepts is meaningful practice. Practice is considered
meaningful when the learner understands the rules involved in practice. Thus, conscious study of
grammatical rules is not only allowed, but also considered central to language learning. The teaching
of grammar is deductive in this approach. The learner is encouraged and helped to first have a clear
understanding of a grammatical rule before they practice and use the rule in meaningful contexts. It
represents a sharp contrast to the audio-lingual method which relies on pattern drills as a means of
teaching syntax, without explicit explanation of grammatical rules.
The cognitive approach is essentially a theoretical proposal. It did not lead to the development of any
teaching method as far as classroom procedures and activities are concerned.
Here are two quotes from Carroll, its first proponent:
"The theory attaches more importance to the learner's understanding of the structure of the foreign
language than to the facility in using that structure, since it is believed that provided the student has a
proper degree of cognitive control over the structures of the language, facility will develop
automatically with use of the language in meaningful situations."
"...learning a language is a process of acquiring conscious control of the phonological, grammatical,
and lexical patterns of the second language, largely through study and analysis of these patterns as a
body of knowledge." (Carroll, 1966, p. 102)
:The following can be said about the cognitive code approach
.It was a reaction to the strictly behavioristic practices of the ALM
The cognitive definition of learning stresses the role of mind in processing information acquired. It
states that learning is the perception, acquisition, organization and storage of knowledge in such a
.way that it becomes an active part of individuals cognitive structure
.The central agent is the learner not the environment
.Language is rule –governed , creative communication
.The new information should be relatable to past experience and knowledge
By his teaching and testing, the teacher should convey to his students that he doesn't want rote
.learning to happen
.The teacher should encourage a questioning attitude
The goal of the Cognitive Code is to develop student's competence to the point at which they can
.formulate their own replies to previously unmet language situations
.During the entire process, both language and learning should always be meaningful
.It retained drilling of the ALM but added healthy doses of rule explanations
.It is an approach not a method
.It emphasized conscious awareness of rules
The textbook is sequenced so that the learner progresses from comprehension to a state of
.competence and then to a level of functional performance skill
The book is introduced at the beginning of the course since all four skills are introduced at
.approximately the same time
.Written homework expected as early as the first session
.It is not axiomatic that the four skills be introduced in the first language sequence
.Listening and reading are in effect the means of developing and expanding competence
.Classroom procedures emphasize understanding rather than habit formation
.The teacher's task is to facilitate student acquisition, organization and storage
Carroll advocated constant alteration among varied patterns in drilling, emphasis on meaningfulness,
making as many kinds of associations as possible whether auditory, visual or kinesthetic to ensure
.better learning
.A cognitive book does not proceed in an inductive fashion
.A cognitive book would proceed from focus on structural forms and functions to exercises to reading
.Each day students have some new materials, some exercises and some application
.All four skills are taught at the same time

Critique
.No distinctively new activities but a return to traditional order
They emphasized some formalist characteristics such as preference for language analysis before
.language use
.Overt explanation and overt cognitive attention overtaxed the mental reserves of language students
.A modified up-to-date grammar translation theory