认知教学法-(英语)

认知法一、Brief introduction认知教学法，又称认知-符号法，或认知-符号学习理论，是按照认知规律，调动学习者智力潜能，努力去发现和掌握语言规则，创造性地活用语言的一种外语教学法体系。

二、Basic theoryLike the Audiolingual Method, the Cognitive Approach looks for a rationale in linguistics and psychology.he Cognitive Approach seeks in transformational grammar and cognitive psychology a basis for second language teaching.1 Transformational Grammar ：Chomsky maintained that language is an intricate rule-based system；Every normal human being is born with a LAD（language acquisition device）.It is competence that a child gradually acquires, and it is this language competence that allows the child to be creative as a language user.2 Cognitive psychology: Cognitive psychology emphasis on the various mental processes used in thinking, remembering, perceiving, recognizing, classifying, etc.The Cognitive Psychologist hold that learning must involve organization of material and learning should be structured.Structure has given meaning to parts previously incomprehensible.三、characteristics1)认知法明确指出，外语教学应以学生的认知活动为主，而不应让教师主宰课堂。

采取直接法和听说法的教师往往主观设计各种教学环节，认知法却要求教师的备课建立在学生认知的特点上，根据学生认知过程进行教学。

2)认知法的一个重要特点是反对机械模仿，注重培养学生的创造性思维，鼓励学习和使用外语中的创新精神。

为此，认知法要求让学生明确每堂课甚至每一练习的教学目的，无论是学习语言知识还是技能训练都强调理解其中的内容，使学生能根据教学目标创造性地学习。

3) 认知法的教学重视语法，必要时可用母语进行教学。

然而，认知法的语法教学又与语法翻译法不同，它要求通过有意义的练习达此目的。

同时，认知法根据认知心理学的原理，强调教学必须遵循从学生已知，即已掌握的知识，到未知，即新知识领域的认识过程，它不同于语法翻译法大量使用的演绎法。

) Knowledge of language rules facilitates learning.2) Rules are taught deductively.3) Competence comes before performance.4) The learner is the center of classroom teaching./learner-centeredclass.5) Language practice is the main form of classroom teaching.6) Learning is based on understanding.7) Cognitive Approach gives equal importance to all the four skills.8) Mistakes are unavoidable.1. The Cognitive Approach concentrates on the learner’s processes of knowledge rather than on mechanistic procedures imposed upon his by the teacher. At the level of linguistic theory, it signals a rejection of the view that language is external to the mind of the individual. Cognitivism states that ①knowledge of language rules facilitate learning.The basic tenet of the Cognitive Approach which is different from that of the Audiolingual Method is, while in the Audiolingual Method, teachers were warned not to tell the learner about the language, that is, not to teach grammar. ②Grammar are taught deductively.In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates learning.1. The Cognitive Approach concentrates on the learner’sprocesses of knowledge rather than on mechanistic proceduresimposed upon his by the teacher.2. At the level of linguistic theory, it signals arejection of the view that language is external to the mind of theindividual.3. At the level of phychological learning theory, itsignals a rejection of stimulus-response models.4. At the level of teaching techniques, it signals theenvironment of deliberate grammar teaching as an aid to learning.5. Cognitivism states that ①knowledge of language rulesfacilitate learning.6. The basic tenet of the Cognitive Approach which isdifferent from that of the Audiolingual Method is, while in the Audiolingual Method, teachers were warned not to tell the learner about the language, that is, not to teach grammar. ②Grammar are taught deductively.In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates learning.8. It is believed that knowledge of language rules formthe learner’s language foundation. They must learn the rules of the language before applying them. ③Competence comes before performance.9. The Cognitive Approach holds that grammar isimportant, but is never taught for its own sake. The learning of grammar should be conducted in a functional way so that students may apply what they have learned to actual communicativesituations.10. The Cognitive Approach believes that learners play a decisiverole in foreign language learning.11. To achieve the teaching objectives, the teacher mustunderstand the psychology of the learner.12. Positive attitude, confidence, strong motivation and correctlearning method all play a part in the success of languagelearning.13. Since ④the learner is the center of classroom teaching,⑤language practice should be the main form of learning.14. Opportunities should be provided so that students can developthe ability of using the target language through activeparticipation in language communication.15. In a Cognitive classroom, it is the teacher’s responsibilityto teach the students not only language knowledge and language skills, but also the ability to learn by themselves.16. The Cognitive Approach insists that ⑥learning is based onunderstanding. Human type learning is different from animal type learning which is the result of stimulus-response. Language learning is a creative process. The students can only perform after they have understood the system of the language. We can’t imitate without activating a cognitive process.17. The teacher should always make sure that students understandwhat they are doing.18. In a Cognitive Approach classroom, meaningful learning andmeaningful practice are emphasized during the entire learning process. In a meaningful process like second language learning, mindless repetition, imitation and other rotely orientedpractices have no place in the classroom.19. The Cognitive Approa ch ⑦gives equal importance to all thefour skills. Any of them could get priority according to the goal of the course and the needs of the students. It is held that the receptive skills----listening and reading----should precede speaking and writing, because they are the means of developing and expanding competence, without which there will be no performance.Especially in a Foreign Language learning situation, written materials can help learning.20. When a foreign language learner can resort to all the possibletarget language resources, learning will be more effective.四、Principle1以学习者为中心自学为主：以学生为中心教学为指导充分发挥学生自主性创造性2理解基础上进行学与练：强化汉语环境，自觉学习与自然习得相结合3认知法的教学目是为了使学生的语言能力能接近以所学语言为本族语的人的水平。