This document contains a student's answers to questions about cognitive-code learning and the cognitive-code approach for a language acquisition course. [1] The student defines cognitive-code learning as a theory that emphasizes the importance of conscious and explicit learning of a language's rules through cognition. [2] The student prefers the cognitive-code approach over the audio-lingual approach because it improves learning and benefits comprehension. [3] The student explains that in cognitive-code learning, students can utilize their mental grammar by justifying their thinking and linking ideas. [4] Students learn from their own errors by seeing mistakes as opportunities to improve understanding and motivation.
This document contains a student's answers to questions about cognitive-code learning and the cognitive-code approach for a language acquisition course. [1] The student defines cognitive-code learning as a theory that emphasizes the importance of conscious and explicit learning of a language's rules through cognition. [2] The student prefers the cognitive-code approach over the audio-lingual approach because it improves learning and benefits comprehension. [3] The student explains that in cognitive-code learning, students can utilize their mental grammar by justifying their thinking and linking ideas. [4] Students learn from their own errors by seeing mistakes as opportunities to improve understanding and motivation.
This document contains a student's answers to questions about cognitive-code learning and the cognitive-code approach for a language acquisition course. [1] The student defines cognitive-code learning as a theory that emphasizes the importance of conscious and explicit learning of a language's rules through cognition. [2] The student prefers the cognitive-code approach over the audio-lingual approach because it improves learning and benefits comprehension. [3] The student explains that in cognitive-code learning, students can utilize their mental grammar by justifying their thinking and linking ideas. [4] Students learn from their own errors by seeing mistakes as opportunities to improve understanding and motivation.
This document contains a student's answers to questions about cognitive-code learning and the cognitive-code approach for a language acquisition course. [1] The student defines cognitive-code learning as a theory that emphasizes the importance of conscious and explicit learning of a language's rules through cognition. [2] The student prefers the cognitive-code approach over the audio-lingual approach because it improves learning and benefits comprehension. [3] The student explains that in cognitive-code learning, students can utilize their mental grammar by justifying their thinking and linking ideas. [4] Students learn from their own errors by seeing mistakes as opportunities to improve understanding and motivation.
Name: DIZON, LEILA KRISTINE S. Year & Section: BSE ENG-2B
Subject: ENG 103 Professor: MS. VERNA GASTON
Module 9 SAQ Eng 103
Answer the following questions:
1. What is cognitive-code learning?
Cognitive-code learning is a second language teaching and learning theory that is based on cognitivist psychology and structural applied linguistics. The theory emphasizes the importance of cognition in the conscious and explicit learning of a language's rules as a code. The term cognitive is derived from the word cognition, which means "thinking." Individuals think in different ways. A child will not think like an adult, and an adult will not think like a senior citizen. Thinking evolves over time, and many theorists in the fields of psychology, language, and learning develop theories about how people think and how capable they are.
2. Which do you think is better, Cognitive-code Approach or Audio-lingual
Approach? What makes it better over the other? For me, the cognitive-code approach is far better. As we all know, it is the study of a second language as an alternative to the then-dominant audio-lingual method. It also improves learning, the cognitive learning theory improves lifelong learning, it can help to boost our confidence, and it is important in enhancing comprehension, improving problem-solving skills, helping us learn new things faster, and it also benefits to teach us how to form concepts.
3. How can students utilize their mental grammar in Cognitive-code learning?
When the teacher asks students to reflect on their experience, they can use their mental grammar in cognitive-code learning, and by assisting students in finding new ways to solve problems. It is also critical to encourage discussions about what is being taught. Students can justify and explain their thinking if they investigate and comprehend how ideas are linked. 4. In cognitive-code learning, how does the students learn from their own error? Making mistakes provides learners with a boost in confidence and self-esteem to improve their mental grammar and by learning other languages because they are empowered to find their own solutions and also to avoid repeating them. Students learn from their own mistakes if they see mistakes as a source of deep understanding and also if they respond to and overcome mistakes to improve their motivation and self-esteem.
5. Explain the difference between the Audio-lingual Approach and the Cognitive- code Approach? The main difference between the audio-lingual approach and the cognitive-code approach is that in the former, structural learning without explanation and pattern drills are viewed as leading to changes in the learners' language behavior, whereas in the latter, students must understand the linguistic rules. Repetition, organizing new language, summarizing meaning, guessing meaning from context, and using imagery for memorization are all examples of cognitive strategies that involve manipulating language to improve learning. While the audio-lingual method, also known as the Army Method or the New Key, is a method for teaching foreign languages. There is no explicit grammar instruction in audio-lingual; everything is simply memorized in form. The goal is for the students to practice the specific construct until they can use it on their own.
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