Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Cognitive Code Approach

No description

Nikole Super

on 3 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Cognitive Code Approach

Cognitive Code Approach
Background and Characterisitcs.

The cognitive-code approach of the 1970s emphasized that language learning involved
active mental processes
Lessons focused on learning grammatical structures BUT the cognitive code approach emphasized the importance of
meaningful practice
-Structures were presented inductively,
i.e. the rules came after exposure to examples. There was, however, little use of examples from authentic material.

The aim of the class is for learners to understand the ‘rule of the day', which is that the past form of regular verbs is made using -ed. The teacher elicits a dialogue that includes clear examples of the structure. The learners practice it, and the teacher uses it to elicit the rules.

It motivates the students to draw from their experience and utilize their mental grammar. The students are old enough to understand and apply the process of transfer from L1 to L2 in their language learning.
It guides students to discover rules for themselves and use what is called the guided inductive approach to teaching.
Teachers provide the necessary tools to their students,so they can work on their own in their assignments.
English teachers can be more didactic and creative with their students and the children can enjoy learning through no rigorous processes
Errors are considered an important part in the learning process.
Notion of competence and performance
Comparison with other approaches

Learning depends upon perception and insight information.
Experiments were done on Human beings.
Transformation and substitution drills.( to infer the rules of the target language)
Errors show the learner is learning.
Camila E. & Nikole S.
Cognitive Code learning VS Behaviourist

A Mini-Lesson Using Cognitive-code Approach: Grade 2.
OBJECTIVE: To learn the "rule of the day" using deductive method. Introduce words beginning with short and long vowel sound "i."
PK: Students know short and long vowels sounds of a and e.
TEACH: using picture-cards with the letter "i" on the back.
DEDUCE: iguana, ice, igloo, ice-cream, ink, ivy,insect, idea begin with the letter i
draw pictures for the above words.
Make a collage.
Play bingo

What is Cognitive Code approach?
Let's compare!
Features of Cognitive Code approach
Unclear classroom implementation
No explicit step-by-step methodology
EA: too much attention to learner's errors
Over stressing of production data
Did not account for avoidance phenomena.

Moves from the known to the unknown
Promotes creative use of the language
Understanding of rule system
Learning should be meaningful
Interactive or content-based applicability
Direct association of target language words and phrases with objects and action

Learning is defined as a change in behaviour in the learner as a result of experience.
Lots of early behaviourist work was done with animals and generalized to humans.
Repetition drills
Errors should not be made at all.
"The main purpose of this approach, in relation to the learning process,is for the students to be capable to solve problems individually"
Bingo, Crosswords, Maze, Guessing, Texting, etc.
Full transcript