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 theory

Like the Audiolingual Method, the Cognitive Approach looks for a rationale in

linguistics and 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,

Cognitive Psychologist hold that learning must involve organization of

material and learning should be ure has given meaning to parts

previously incomprehensible.

三、characteristics

1)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-centered class.

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 ①

knowledge of language rules facilitate 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 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’s processes of

knowledge rather than on mechanistic procedures imposed upon his by the

teacher.

2. At the level of linguistic theory, it signals a rejection of the view that

language is external to the mind of the individual.

3. At the level of phychological learning theory, it signals a rejection of

stimulus-response models.

4. At the level of teaching techniques, it signals the environment of

deliberate grammar teaching as an aid to learning.

5. Cognitivism states that ①knowledge of language rules facilitate

learning.

6. 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.

8. It is believed that knowledge of language rules form the 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 is important, 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

communicative situations.

10. The Cognitive Approach believes that learners play a decisive role in

foreign language learning.

11. To achieve the teaching objectives, the teacher must understand the

psychology of the learner.

12. Positive attitude, confidence, strong motivation and correct learning

method all play a part in the success of language learning.

13. Since ④the learner is the center of classroom teaching,⑤ language

practice should be the main form of learning.

14. Opportunities should be provided so that students can develop the

ability of using the target language through active participation in language

communication.

15. In a Cognitive classroom, it is the teacher’s responsibility to 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 on

understanding. 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 understand what

they are doing.

18. In a Cognitive Approach classroom, meaningful learning and meaningful

practice are emphasized during the entire learning process. In a meaningful

process like second language learning, mindless repetition, imitation and other

rotely oriented practices have no place in the classroom.

19. The Cognitive Approach ⑦gives equal importance to all the four 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 possible target

language resources, learning will be more effective.

四、Principle

1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。

认知法所指的“语言能力”是生成转换语法理论所主张的内化语法规则的能力，它体现在

听说读写四种技能之中.要求听说读写全面训练：听说读写全面要求，分阶段侧重，口语、

书面语协调发展。

4利用母语、对错误进行有分析的指导：利用母语进行与汉语的对比分析，严格使用

母语或中介语

5运用电教手段营造教学情境：加强直观性充分利用现代教学技术

五、 comment

1 advantage and disadvantage

1） Advantage：

（1）认知法强调培养学生的创造性思维，这是传统外语教学法的薄弱之处。在外语教

学中发展创造性思维和提倡创造性精神不仅能从根本上提高学生的外语水平，而且有利于

加强对学生总体的素质教育，符合新世纪对人才的要求。

（2） 认知法主张外语学习必须理解语言规则，语言练习必须有意义并结合学生的生

活实际，有利于调动学生学习的积极性，也有助于提高使用外语的准确性（accuracy）和

得体性（appropriateness），这恰恰是听说法所欠缺的。

2）Disadvantage：

（1）使用认知法时，讲解语法必须恰到好处。若费时过多或讲解过于详尽，

就可能走到语法翻译法的老路上去。同时，认知法强调语言练习必须有意义，全盘否定机

械操练，在实际教学中并不可行。特别是在初学阶段，一定数量的机械练习是不可避免的。

因此，如何处理语法教学和机械操练与有意义练习的比例仍然是认知法需要探讨的问题。

（2) 认知法的另一个缺点是未强调培养学生的交际能力。在使用认知法时

应多开展课外活动，为学生使用外语进行交际提供更多的条件和机会。

（3)较多地运用在教本国人学外语上，缺乏用认知法教外国人学外语的 实践，

因此尚需在理论和实践上加以探索

2 Contribution

（1）最大的贡献是提倡以学习者为中心，注重调动学习者积极性

（2）对其他的教学方法进行了批判性的继承，把认知心理学及当代心理学引入对外语

教学中。