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1 C
attendant goal of overcoming the shortfalls of the audio- 39
Au1 2 Cognitive-Code Learning lingual approach. At its core, cognitive-code learning rep- 40

resents a theoretical, rather than a pedagogical approach. 41

3 ELI HINKEL In part due to the fact that this theoretical proposal met 42
4 Department of Anthropology, Seattle University, Seattle, with debate and skepticism, its tangible outcomes in the 43
5 WA, USA form of curricula, methods, or teaching techniques did 44
Au2 6 Bellevue, WA, USA not materialize. 45

Providing learners opportunities for a great deal of 46

meaningful practice in a second language constitutes the 47

7 Synonyms central precept of the cognitive-code approach. The main 48
8 Code-cognition approach; Cognitive-code approach; emphasis on meaningful practice underscored the need 49
9 Cognitive-code learning theory for the learner first to understand the language rules and 50
then apply them in the context of practical language use. 51
10 Definition Thus, the explicit study of language rules, such as in 52
11 Cognitive-code learning refers to a theory of second lan- grammar and vocabulary, was not only expected, but 53
12 guage teaching and learning rooted in cognitivist psychol- strongly encouraged. In the context of structural linguis- 54
13 ogy and structural applied linguistics developed in the tics and behavioral psychology, cognitive-code learning 55
14 1960s. The theory emphasizes the central role of cognition envisions practice to be meaningful when learners clearly 56
15 in the conscious and explicit learning of the rules of understand and are able to apply language rules in prac- 57
16 a language as a code. The cognitive-code approach to tice. The essential difference between the audio-lingual 58
17 learning a second language sees it as a study of language approach and the cognitive-code approach is that in the 59
18 as a complex system with the goal of gaining conscious former, structural learning without an explanation and 60
19 control of the grammatical, lexical (vocabulary), and audi- pattern drills are seen as leading to modifications in the 61
20 tory patterns. learners’ language behavior, while in the latter, students 62

need to understand the linguistic rules before these can be 63

21 Theoretical Background implemented in practice. According to Carroll (1966, 64
22 Cognitive-code learning theory was proposed and widely p. 102), “the theory attaches more importance to the 65
23 debated in the 1960s. Based on the foundations of linguis- learner’s understanding of the structure of the foreign 66
24 tic theories and the findings of psycholinguistic research, language than to the facility in using that structure, since 67
25 cognitive psychologists and applied linguists, such as John it is believed that provided the student has a proper degree 68
26 B. Carroll and Kenneth Chastain, advocated the cognitive- of cognitive control over the structures of the language, 69
27 code approach to the study of a second language as an facility will develop automatically with use of the language 70
28 alternative to the audio-lingual method prevalent at the in meaningful situations.” 71
29 time. Cognitive-code learning theory (Chastain 1971)
30 proposes that learning a second language requires explicit Important Scientific Research and Open 72
31 instruction and a study of the language as a complex and Questions 73
32 rule-governed system (Carroll 1964). This approach took To a great extent, cognitive-code learning theory 74
33 the view of a conscious study of the language structure as was based on contemporary developments in transforma- 75
34 central and placed a great deal less emphasis on the devel- tional grammar and the generative theory of language that 76
35 opment of a second language as a combination of skills. In saw its heyday in the 1950s and 1960s. In this light, the 77
36 the current perspective on second language learning, cognitive-code approach did not have much appeal to 78
37 cognitive-code theory is largely seen as an updated variety language teachers whose training rarely entailed 79
38 of the traditional grammar-translation method, with an a detailed familiarity with grammar rules and abstract 80

Norbert Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6,

# Springer Science+Business Media, LLC 2011
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2 C Cognitive-Code Learning

81 concepts of syntax. By the mid-1970s, the cognitive-code sociocultural and interactional views of language learning 97

82 approach had all but disappeared among other competing and teaching. 98

83 theories of second language learning, and more specifi-

84 cally, due to the prominent rise of communicative lan- Cross-References 99

85 guage teaching. The influence of cognitive-code learning ▶ Cognitive Learning 100

86 on the subsequent methodological developments in sec- ▶ Cognitive Skill Acquisition 101

87 ond language teaching was felt in the evolution of error ▶ Grammar Learning 102
88 analysis and the need for contextualized grammar instruc- ▶ Second Language Learning 103

89 tion. More specifically, in language pedagogy, the cogni-

90 tive-code proposal has lead to a realization that linguistic References 104

91 structural rules, as, say, in grammar teaching, are not Carroll, J. B. (1964). Language and thought. Prentice Hall: Englewood 105

92 syntactic abstractions but are an integral component of Cliffs. 106

Carroll, J. B. (1966). The contribution of psychological theory and edu- 107
93 language production and use in writing or interaction. It is
cational research to the teaching of foreign languages. In A. Valdman 108
94 important to note, however, that by the mid to late 1970s, (Ed.), Trends in language teaching (pp. 93–106). New York: 109
95 the impact of cognitive and general linguistic theories on McGraw-Hill. 110
96 teaching was greatly diminished and supplanted by Chastain, K. (1971). The development of modern language skills: Theory to 111
practice. Philadelphia: The Center for Curriculum Development. 112
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