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1、中国某某某某学校学生毕业设计(论文)题 目：Two Cognitive Approaches to Language Learning 姓 名 ： 00000000 班级、学号 ： 0000000000000 系 (部) ： 经济管理系 专 业 ： 商务英语 指导教师 ： 00000000 开题时间： 2009-04-03 完成时间： 2009-11-12 2009 年 11 月 12 日1目 录毕业设计任务书2毕业设计成绩评定表3答辩申请书4-5正文6-25答辩委员会表决意见26答辩过程记录表27课 题 Two Cognitive Approaches to Language Learnin
2、g 一、 课题(论文)提纲0 引言1 两种认识途径的相似点2 两种认识途径的不同点2.1 背景2.2 两种理论的基本原则2.3 基本原理2.4 教学程序3 分析比较了两种途径的优劣4 总结二、内容摘要如今人们都是通过认识的途径来学习第二语言，但实际上有两种不同的认识途径来学习英语教学法，它们分别是传统的认识途径和信息加工处理的认识途径。本文主要论述了两种不同语言学习的重要性，并分别从不同的方面来比较它们的不同点，从而让人们更深层次的了解语言学习法的途径，选择有效的方法来提高学习语言的效率。三、参考文献1 Ausubel,David A(1963). Cognitive structure an
3、d the facilitation of meaningful verbal learningJ. Journal of Teacher Education.14:217-2212 Carroll, J. B. and S. M. Sapon( 1959). Modern Languages Aptitude TestM. New York: Psychological Corporation3 Skehan, Peter(1998). A Cognitive Approach to Language Learning. Oxford University PressTwo Cognitiv
4、e Approaches to Language Learning0000000Abstract：Currently more and more people are viewing second language learning from cognitive perspective. But actually there are two cognitive approaches to the teaching and learning of second language：the cognitive code theory and the cognitive approach, or we
5、 can define them as traditional cognitive approach and the information-processing cognitive approach. This article is written to sketch out the two different accounts of language learning and to contrast the differences from different aspects.Key words: form and rule; skill; practice0 .IntroductionT
6、he two cognitive approaches have few similarities, and their differences lie in their backgrounds, their respective rationales, their different propositions, their different instructional principles and procedures. This article is written to sketch out the two different accounts of language learning
7、 and to recognize main shift towards the acceptance of a processing perspective. 1 . The two approaches have similarities in several waysAs far as i know, now more and more people are viewingsecond language learning from cognitive perspective. But in fact there are two cognitive approaches to the te
8、aching and learning of second language: The first one is the cognitive code theory and the other one is cognitive approach, or we can define them as traditional (or structurist) cognitive approach and the information-processing cognitive approach.The two approaches have similarities in several ways.
9、 First, they pay attention to the importance of cognition in language learning, relate language learning to the internal process within the individual when dealing with the environmental stimulus, and investigate internal psychological structure of the learner and how they change. In a word, they in
10、vestigate language learning throughthe cognitive abilities of the learner. Second, they both make contrast between a focus on learners similarities and a focus on learners differences and this naturally leads to the discussion of foreign language aptitude, the contrast which accounts for the variati
11、on in language-learning ability. The information-processing cognitive approaches are divided into three stages and they are input, central processing and output. It is striking that different components of aptitude which were identified forty years ago can be linked to the three stages. In tabular f
12、orm, this can be represented as follows:Processing Stage Aptitude ComponentInput phonemic coding abilityCentral processinglanguage analytic abilityOutput memoryYet their differences are easy to find, and these stem from the differences between structurist cognitive psychology and information-process
13、ing cognitive psychology. For Chinese teachers, the two kinds of theories are often confusing, and people can not easy to understand, people are always confusing with them, because they were introduced into China with the same name without distinction, and the traditional cognitive approach may have
14、 been the common practice in China. But since new achievements in second language learning, it is necessary to distinguish the information-processing approach from the cognitive code approach. Their differences lie in their different backgrounds, their different instructional principles, their respe
15、ctive rationales, their different propositions and procedures. This article is written to sketch out the two different accounts of language learning and to recognize main shift towards the acceptance of a processing perspective.2. The two approaches have many differences2.1 BackgroundsTraditional co
16、gnitive approach was came into being in 1964. It arose when aidiolingual approach was attacked and challenged. The audiolingual habit theory emphasizes the importance of auditory discrimination and oral production habits over other aspects of language use, the importance of the automatization of hab
17、its and the role of repetition in such automatization, while cognitive code learning theory is a modified up-to-date grammar-translation theory, it is said that foreign language learning is a process of acquiring conscious control of the patterns of a second language largely through the study and an
18、alysis of these patterns as a body of knowledge (Carroll,1966)The information-processing cognitive approach, on the other hand, was formed in 1980s and developed in 1990s with the publication of A Cognitive Approach to Language Learning by Skehan in 1998. During the last few decades, with the develo
19、pment of the sociolinguistics it has great influence on second language learning, which focuses on the importance of the social contexts in which languages are learned, and the way they influence the meanings which are expressed. However, the recent achievements in psycholinguistics and the influenc
20、es on SLA have been neglected. The aim of information-processing cognitive approach is to investigate second language learning through the cognitive abilities of the learner and the processing problems that the learner has to confront, and redress the balance of viewpoints in second language acquisi
21、tion research and language teaching pedagogy, which the author feels has leaned too far towards and sociolinguistics in recent years and has not, until recently, and ignore the importance of the contemporary cognitive psychology.2.2 The basic principles of the two theoriesTraditional cognitive appro
22、ach was characterized by the following viewpoints:Second language is a body of knowledge, rules are the most important things, and language is produced by filling out these rules with lexical exponents since the priority is to contrast sentences which conform to the grammar(rule system) of the langu
23、age in question.Meaningful learning meaningful practice is much emphasized. Meaningful learning is contrasted with rote learning. Ausubel described rote learning as the process of acquiring material and it is not like the rote learning, as discrete and relatively isolated entities that are relatable
24、 to cognitive structure only in an arbitrary and verbatim fashion, not permitting the establishment of meaningful relationships (1968:108), Meaningful learning, on the other hand, may be described as a process of relating and anchoring new material to relevant established entities in cognitive struc
25、ture. As new material enters the cognitive field, it is interacts with each other, and is appropriately subsumed under a more inclusive conceptual system. The very fact that material is subsumable, that is to say, relatable to stable elements in cognitive structure, accounts for its meaningfulness.T
26、eaching should be subordinated to learning. Learning are actively responsible for the own learning, it is engaged in formulating hypotheses in order to discover the rules of the target language.Mother tongue can be used in second language learning, since the language is existed universals and it can
27、 provide positive transfer from mother tongue to second language, and mother tongue is a useful tool for meaningful learning and it has great importance to the meaningful learning. New cognitive structure is always affected by the relevant established entities in existing cognitive structure.On the
28、other hand, information-processing cognitive approach can be summarized with the following generalization:Language is a cognitive skills, it has great helpful to the skills, which develops from controlled information processing to automatic information processing. Orin a other word, language skill a
29、cquisition includes two stages, the one is declarative and the other one is procedural stage.Second language learning is cognitive and linked to aptitudinal components. There exists acritical period for language learning. Prior to the end of this critical period language learning precedes though the
30、 automatic engagement of a Language Acquisition Device (LAD). Subsequent to the critical period such that pre-wired capacities are no longer available, with the result that language learning becomes yet another cognitive activity. These cognitive abilities (language aptitude) are best understand if
31、they are linked to the information-processing stages is processed: and the stages are including input, central process, and output.Dual coding is critical. The representation in the brain is a dual mode of processing, in which there is evidence for both rule-based systems and exemplar-based systems.
32、 Drawing on the distinction between analyzability and accessibility, the claim is that language use can emphasize precision and computed complexity (analysis) or speed linked with ease of processing. Normally(native) language users are adept at combining analyzed and accessibility modes, shifting be
33、tween them as communicational circumstances make appropriate. Their thinking is confined on this point. If performance demands are high, it is likely that accessibility will become a more important rode, while if performance conditions are not so pressings, and/or if precision in communication is im
34、portant, the analysis mode will dominate the situation.It seems that much of the time we rely, and always during rapid communications on large chunks of memorized language, because they ease processing demands and enables real-time communication to proceed. Attentional resources are limited, and thi
35、s constraint has far reaching effects on second language processing and use. But in a fact attentional resources can be channeled to achieve pedagogic benefit.Towards a task-based approach: transacting classroom tasks and that will engage naturalistic acquisition mechanisms, cause the underlying int
36、erlanguage system to be stretched, and drive development to a further level. And task-based instruction is the most effective means currently available to dealwith the tensions that have been met by other approaches between:-form and meaning-rule and memory-fluency, accuracy and complexity.2.3 The r
37、ationalesTraditional cognitive approach was founded on the basis of the cognitive theory, the structuralist curriculum theory, the meaningful learning and the TG grammar.The cognitive theory described overall development as the result of childrens interaction with their environment, with a complemen
38、tary interaction between their developing perceptual cognitive capacities and their linguistic experience. What children learn about language is determined by what they already know about the world. The concept about the world can affect their language learning directly.Thebasis disciplinary structu
39、re theory is a structurist curriculum theory. It said that no matter what subject we teach we should let the learner master the basis structure of the discipline. The basic structure is the basic concepts and principles of the discipline. We must let the children know the disciplines importance. The
40、y should be compiled in such a way and only in that way can the learner understand them and that the learner can understand them. In language learning, the language course is set up as a body of knowledge. It is an essential part of the knowledge.The meaningful leaningcontends that learning takes pl
41、ace in the human organism through a meaningful process and it is relating new events or items to already existing cognitive concepts or propositions, that is to say hanging new items on existing cognitive pegs. Meaning is a clearly articulated and precisely differentiated conscious experience that e
42、merges when potentially meaningful signs, symbols, concepts, or propositions are related to and incorporated and it is presented within a given individuals cognitive structure on a non-arbitrary and substantive basis.The transformation and generative grammar is the linguistic basis of traditional co
43、gnitive approach. From TG grammars point of view, language is a rule-governing system and human being is born with a language acquisition device and language faculty. Language use is neither mechanic imitation nor rote memory, but a creative process through understanding, mastering the rules and dra
44、wing inferences.The information-processing approach originated from Simons computer simulation and Neissers information-processing theory. Computer simulation is a method that is to describe the information processing of human being through computer and computer language. Simon held that human cogni
45、tive activities correspond to computer. While Neisser admits that computer simulation has greatly influenced the cognitive theory and research, he contends that there are limitations in the sense that human information processing is much more complex than computer programs and its structure is very
46、complicated. In his theory, the most important term is construction, and human cognitive process is constructive in nature.The information-processing learning theory absorbed the useful achievements from both characteristics and traditional cognitive theory, in a sense; it is a combination of the be
47、haviorism and the cognitive theory. It admits association, but not the association between stimulus and response, the other way around, it is the association between psychological structure and schemata. In addition, learning also includes acquiring new schemata. It tries to describe every concrete step of the presumed mental operation through computer simulation, and the computer simulation does a lot helpful to it, which is much more precise than that of the traditional cognitive theory. On the other hand, it adopted