2023年12月31日发(作者：诺基亚5310音质怎么样)

The cognitive Approach 认知教学法

背景

认知教学法是上世纪 60 年代美国著名心理学家 John B. Carroll

首先提出的。Carroll 认为，“第二语言是一种知识的整体，外语教学主要是通过对它的各种语音、语法和词汇形式的学 习和分析，从而，对这些形式获得的意识的控制的过程，”换句话说，认知教学法是使学生在相当程度上认识和控制语言的结构。认知是心理学的一个术语，它用来描绘不同的人在观 察、组织、分析以及回忆信息、经验等方面的不同的习惯性倾向。认知法试图用认知－符号学习理论代替听说法的刺激－反应学习理论。认知法反对语言是“结构模式”的理论，反对在教学中进行反复的机械操作练习。它认为语言是受规则支配的创造性活动语言的习惯是掌握规则，而不是形成习惯，提倡用演绎法讲授语法。在学习语音时，同时学习文字。听、说、读、写 4

种语言技能从学习外语一开始就同时进行训练，允许使用本族语和翻译的手段进行标音，认为语言错误在外语学习过程中是不可避免的副产物。它强调理解在外语教学中的作用，主张在理解新的语言材料的基础上创造性地交际练习。在教学中，广泛利用视听教具使外语教学情景化和交际化。认知法是以认识心理学作为其理论基础，它使外语教学法建立在科学的基础上。但认知法作为一个新的独立外语教学法体系还是不够完善的，必须从理论上和实践上加以充实。

• 该法产生于20世纪60年代中期的美国

• 作为听说法的对立面而产生

• 20世纪60年代,科学技术飞速发展，由于国际间在政治、经济、军事、科技等领域的激烈竞争，社会要求大量能够直接进行国际间科技文化交流的高水平人才。

美国心理学、教育学、语言学等基础理论学科的快速发展The method

produces in the mid - 1960 - the United States

As I heard the opposite of method

In the 1960 s, the rapid development of science and technology, as a result of

international in the political, economic, military, science and technology in the field of

fierce competition, the society requires a large number of able to communicate directly to

the international science and technology culture of high level talents.

The psychology, pedagogy, linguistics, etc. The rapid development of the basic theoretical

subjects

•

background

Cognitive teaching method is in the 1960 s the famous American

psychologist John b. Carroll first put forward. Carroll thinks, "the

whole second language is a kind of knowledge, foreign language

teaching is mainly based on its various forms of learning phonetics,

grammar and vocabulary and analysis, thus, awareness of these

forms to obtain control of the process," in other words, the cognitive

teaching method is to make students know and control the

structure of language in a great extent. Cognitive psychology is a

term that is used to describe different people in the observers,

organization, analysis and recall information, experience and so on

the different habitual tendencies. Cognitive method to learning

theory in cognitive - symbols instead of the method was learning

theory of stimulus and response. Cognitive method against

language is "structural model" theory, the opposition in the teaching

of mechanical operation practice over and over again. It is believed

that language is controlled by the rules of the creative activities of

language habits is master rules, rather than the form habits,

advocate using deductive method to teach grammar. In learning

pronunciation at the same time learning the text. Listening,

speaking, reading and writing the four language skills from the start

learning a foreign language training at the same time, allows the

use of native language and translation methods for the sound,

believed that language errors in the process of foreign language

learning is inevitable byproduct. It emphasizes the understanding of

the role of in foreign language teaching, claim to understand the

new language materials on the basis of communicative practice. In

the teaching, extensive use of audio-visual AIDS to make foreign

language teaching situation and communication. Cognitive method

is based on cognition psychology as its theoretical basis, it makes

foreign language teaching method based on science. But the

cognitive method as a new independent of foreign language

teaching system still not perfect, from the theory and practice must

be full.

具体实施

在外语教学时，我们应该在认知教学法的指导下，让学生多接触一些语言材料，包括一些他们尚不能运用的语言材料，让他们吸收新的养分，以丰富所学的外语。认知心理学的一个基本原则是：在认知发展过程中，新的学习任务是在已经掌握的知识的基础上进行的，所 以，我们要注意从学生已有的知识出发，传授新的知识。母语是学生共有的知识，应在教学中广加利用，必要时可将本族语与外语作比较，帮助学生理解语言现象，所以没有必要排斥母语。

认知科学把人类的知识分为陈述性知识和程序性知识。陈述性知识是关于事实本身的知 识，以语义网络的形式保存在人的记忆里。信息的提取决定于它在网络中是怎样组织的，如果新的知识单位和已有的知识单位连接得比较好，它就更易被激活。陈述性知识也称为明示知识。明示知识指的是有意识的、正规的（往往在课堂中进行）学习。程序性知识是隐含知 识。隐含知识是潜意识的、直觉的、非正规的（往往是在自然交际环境中进行的）习得。陈 述性知识是静态的，而程序性知识是动态的。陈述性与程序性知识往往是互相依存的，在以英语作为外语的条件下，程序性知识往往以陈述性知识为基础，然后，通过练习达到熟巧。程序性知识就是我们通常所说的技能，而语

言运用也可以说是一种技能。技能的习得经历认知、联想、自动化 3

个阶段。自动化就是技能的熟练。陈述性知识通过练习可以转换成程序性知识。

以认知心理学为基础的认知教学法认为：我们在外语教学中应该帮助学生把新语言材料 和他们本人的生活与经验联系起来，要选择最适合的真实的情景进行教学。认知教学法认为 语言的熟巧会随着语言在有意思的情景中的使用达到自动化的发展。在教学中组织学生练习 的类型有：讨论课文内容、口头报告、讨论、表演角色练习、语言游戏等等。另外，在教学中广泛利用视听教具也是使外语教学情景化和交际化的重要手段。认知教学法还认为，口、笔语是互相促进的，应该同时发展，以加强学习者对语言的感受能力。听说读写 4 种语言技 能从学习外语一开始就应同时进行训练。语言是人们交流的一种工具，是一种技能。语言学习是一种技能学习，需要日积月累，不断实践，才可能熟练掌握。学习外语如同学习游泳的道理是一样的，游泳需要有个水池子，学习外语也需要一个环境。理论知识和技巧固然重要，但实践才是掌握技能的关键。一个人知道再多的游泳理论，却不下水实践，他是不可能学会游泳的。同理，一个人知道再多的语法知识、熟记再多的单词，却从不开口实践，他是不可能说好外语的。马克思曾经说过：要想真正掌握一门外语，应先暂时忘掉自己的母语。语言的交流运用是个连贯思维的形成过程。要自如地运用一种语言，必须用该种语言思维。同理，用传统的汉英互译方法学习英语的学员，也无法绕过这个瓶颈，必须转用相应语言的逻辑

思维来接受和反馈语言信息。

总的来说，认知教学法主张语言是受规则支配的创造性活动，语言的习得是掌握规则，而不是形成习惯，提倡用演绎法讲授语法。因此，认知教学法的中心思想是：要运用语言技能，必须得认识和理解它。认知教学法强调理解在外语教学过程中的作用，主张在理解新学语言材料的基础上进行创造性的交际活动。

In foreign language teaching, we should be under the

guidance of cognitive teaching, make students contact more

language materials, including some language materials, they can't

use them to absorb new nutrient, rich in learning a foreign language.

Cognitive psychology is a basic principle is: in the process of

cognitive development, new learning task is to have knowledge on

the basis of, by, we should pay attention to students from the

existing knowledge, imparting new knowledge. Mother tongue is a

student of knowledge, should be widely use in teaching, a

comparison between native language and foreign language when

necessary, to help students understand the language phenomenon,

so there is no need to reject a mother tongue. The cognitive

science of the human knowledge is divided into declarative

knowledge and procedural knowledge. Declarative knowledge is

knowledge about the fact itself, in the form of a semantic network is

kept in memory. Information extraction is determined by its how in

the network organization, if new knowledge unit and knowledge of

existing unit connection better, it is easier to be activated.

Declarative knowledge is also known as explicit knowledge.

Express knowledge refers to the conscious, formal (often) in the

classroom learning. Procedural knowledge is implicit knowledge.

Implicit knowledge is subconscious, intuitive, informal (often in

natural communication environment) acquisition. Chen sex

knowledge is static, and procedural knowledge is dynamic.

Declarative and procedural knowledge are often interdependent,

under the condition of English as a foreign language, procedural

knowledge is often based on the declarative knowledge, and then

achieve skill through practice. Procedural knowledge is what we

usually call skills, and language use is also a kind of skill. Through

cognitive skills acquisition, lenovo, automation three stages.

Automation is the proficient skills. Declarative knowledge through

practice can be converted into procedural knowledge.

Based on the cognitive psychology of cognitive

teaching thought: we should help the students in foreign language

teaching materials and the new language associated with their own

life experience, want to choose the most suitable for the real

situation of teaching. Cognitive approach think language skill will

with the use of language in interesting situations to achieve the

development of automation. The type of organization the student in

the teaching practice: to discuss the text content, oral presentation,

discussion, role play exercises, language games, and so on. In

addition, the widespread use of audio-visual AIDS in teaching is

also makes foreign language teaching situation and important

means of communication. Cognitive approach also believes that

words of mouth, pen is promote each other, should be developed at

the same time, to enhance learners' perception of language. The

four language skills in reading, writing, listening and speaking From

the start learning a foreign language should be at the same time for

training. Language is a tool for people to communicate, is a skill.

Language learning is a kind of skill learning, need to accumulate

over a long period of practice, to grasp skilled. Learning a foreign

language is the same reason like learning to swim, swim need a

pieces, also need a learning a foreign language environment.

Theoretical knowledge and skills is important, but practice is the

key to master the skill. A person know more swimming theory, but

not into practice, he is impossible to learn to swim. Similarly, a

person know more knowledge of grammar and memorize more

words, and never open practice, he is impossible to speak a foreign

language. Marx once said: to really master a foreign language,

should be temporarily forget their mother tongue. The formation

process of language communication is a consistent thinking. To

use a language freely, it must be to think in the language. Of

chinese-english translation in the same way, with the traditional

method of students in learning English, can't get around this

bottleneck, must switch to the corresponding language logical

thinking to accept the language information and feedback.

In general, the cognitive approach claims that

language is subject to the rules of creative activity, language is the

acquisition of control rules, rather than the form habits, advocate

with the deductive method to teach grammar. So, is the center of

the cognitive teaching method: to use the language skills, must

know and understand it.

Cognitive approach emphasizes an understanding of the role of

in foreign language teaching process, in understanding on the

basis of new language material for creative communication

activities.

定义

认知教学法（cognitive approach），也被称为“认知一符号法”。它以认知心理学为理论依据，重视感知、理解、逻辑思维等智力活动在获取知识过程中的积极作用，强调对语言规则的理解，重视语言教学中母语与外语的交叉对比作用，着眼于培养学生实际运用外语的语言综

合能力。

define

The cognitive teaching method (cognitive approach), also known as

"cognitive symbol method". It basis on the theory of cognitive

psychology, attaches great importance to the mental activities such

as perception, understanding and logical thinking in a positive role

in the process of acquiring knowledge, emphasizes the

understanding of language rules, attach importance to mother

tongue with foreign language cross contrast role in language

teaching, focusing on training students' comprehensive ability to

use the foreign language language.

认知教学法的特点The characteristics of the cognitive teaching

method

1主张外语教学以学生为主，强调发展学生的语言能力。

2在理解掌握语法规则的基础上进行有意义的操练，反对机械模仿，注重学生的创造性思维，鼓励学生使用语言的创造精神。发展学生智力。

3注重语法，必要时用母语进行教学。

4听说读写齐头并进，全面发展。

5利用母语与外语的交叉对比分析进行教学。

6对错误进行分析和疏导。

7广泛运用直观教学和现代化教学手段，使外语教学情景化、交际化。

1 argues that foreign language teaching is given priority to with

students, emphasizing the development of the students' ability of

language.

2 on the basis of the understanding to master grammar rules in

practice, meaningful against mechanical imitation, pay attention to

the students' creative thinking, encourage students to use the

language of the creative spirit. Developing students' intelligence.

3 pay attention to grammar, teaching in their native language when

necessary.

4 listening, speaking, reading and writing go hand in hand,

all-round development.

Cross comparison and analysis of 5 using mother tongue and

foreign language teaching.

6 for error analysis and guidance.

7 widely used visual teaching and modern teaching means, make

foreign language teaching situation, communicative.

认知法将外语教学过程分为以下三个阶段

1语言的理解

2培养语言综合能力

3语言的运用

Cognitive method of foreign language teaching process can be divided into the

following three stages

1 language understanding

2 develop language comprehensive ability

3 language

一）语言的理解

理解，就是让学生理解教师讲授的或提供的语言材料和语言规则的意义、构成和用法。

理解是学生从事一言语活动的基础，学生的一切语言操练都应建立在理解言语材料的基础上。这样才能构成“有意义的学习”。

认知法要求学生对新的语言规则的理解，不是靠教师的讲解，而是在教师的指导和启发下，通过学生自己去发现语法规则。

(二)培养语言综合能力

学习外语，不仅要求学生理解外语语言知识和语言规则，更重要的是培养学生使用外语的语言综合能力。

这种综合能力只有通过有意识、有组织地操练和训练才能获得。

这一阶段教学的目的：

1、检查学生对所学的语言知识的理解和掌握 情况。

2、培养学生运用语言知识的各种能力。

这个阶段的练习是为了巩固课文中出现的新语言知识、语言规则而设计的，因此，练习主要是围绕课文进行的。

（三）语言的运用

这个阶段的教学任务主要是以学生的自主学习为主，培养学生听说读写的语言运用能力。在此期间，要特别注意对学生的自主性语言交际能力的培养，即注意对学生在脱离课文后的创造性语言交际能力的培养。

（1) the understanding of the language

Understanding, is to let students understand the

language teachers teach or provide materials and the meaning of

the language rule, composition and usage.

Understanding is the basis of the students in a speech activities, all

the language practice of students should establish on the basis of

understanding speech materials. So as to constitute a "meaningful

learning".

Cognitive method, requests the student to the

understanding of the new rules of the language, not by the

teacher's explanation, but under teacher's guidance and inspiration,

through the students themselves to find the rules of grammar.

(2) develop language comprehensive ability

Learning a foreign language, not only requests the

student to understand foreign language knowledge and language

rules, more important is to cultivate students comprehensive ability

of language using a foreign language.

This kind of comprehensive ability only by

consciously, organized practice and training.

The purpose of this stage teaching:

1, check the student to the language knowledge to

understand and master the situation.

2, the capabilities of the students use the language

knowledge.

The practice of this phase is to consolidate the text in the

new language knowledge, language rules and design, therefore,

the practice is mainly around the text.

(3) the use of language

This stage is the main students' autonomous learning

on the task of teaching, cultivating students' language skills of

listening, speaking, reading and writing. During this period, it is

important to pay special attention to the cultivation of the students'

ability of autonomous language communication, namely pay

attention to the students in out of the text after the cultivation of

creative language communication ability.

优 点

1、符合现在学校中的大班教学和学生基础比较差的教学状况。

2、强调根据学生的认知规律进行教学，适应学生学习外语的认知心理学习过程。(认知教学法是从已知到未知的渐进过程的教学模式, 它既注重讲解又强调练习,并在理解单句基础上强调语篇的整体理解。)

3、主张适当运用母语进行语言教学，有利于学生理解所学内容。

4、强调以学生为中心,进行有意义的学习,有利于调动学生的学习兴趣和积极性, 培养学生的创造性思维。

Optimal point

1, conform to the basis of large class teaching and students in the

school now with poor teaching conditions.

2, emphasize teaching according to students' cognitive law, meets

the cognitive psychology of students learning a foreign language

learning process. (cognitive teaching method from the known to the

unknown of the gradual process of teaching model, it pays attention

to explain and emphasis on practice, and on the basis of

understanding sentences emphasize overall understanding of a

text.)

3, argues that the proper use of mother tongue in language

teaching, help students understand the content.

缺 点

1、认知法作为一个独立的外语教学法体系还不够完善,在理论和实践方面都需要进一步充实。

2、认知法未强调培养学生的交际能力，忽视了学习环境在外

语教学中的作用以及学习者之间客观存在的个体差异。不分阶段、笼统地提倡口语和书面语并重，不符合外语教学的实践。

3、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。

Lack of point

1, cognitive method as an independent system of foreign language

teaching method is not perfect enough, the need to further enrich

the theory and practice aspects.

2, cognitive method did not emphasis on cultivating students'

communicative competence, ignored the role of learning

environment and outer language teaching as well as the objective

existence of individual differences between learners. Regardless of

stage, advocates both spoken and written in general, is not in

conformity with the practice of foreign language teaching.

3, cognitive approach emphasizes language practice must be

meaningful, negate machinery in the actual teaching practice is not

feasible.

原则和理论Principles & theory

1.把培养语言能力放在教学目标的首位。

2.以学生为中心，重视培养学生正确的学习动机、良好学习习惯和学习毅力，

重视开发学生的智力，激发学生的学习兴趣，充分调动学生的学习积极性和主动性。

3.提倡演绎法的教学原则，强调学生理解和掌握规则，启发学生发现语言规

4.主张听说读写齐头并进，全面发展

5.恰当地利用母语

1. Put develop language ability in the teaching goal of the first.

2. Take the student as the center, pay attention to train students'

correct learning motivation, good study habits and learning

perseverance,

Attaches great importance to the development of student's

intelligence, stimulate students' interest in learning, fully mobilize

students' learning enthusiasm and initiative.

3. Advocate the deductive method of teaching principle, emphasize

the students understand and master the rules, inspire the student

to find the language rules

4. Go hand in hand in reading, writing, listening and speaking,

all-round development

5. Appropriate use of mother tongue

英语教学中的实际运用

give explain save donate read

suggest tell report lent indicate teach

generate

1.让学生去找出这两类动词的使用规则的差异。

2.教师有意识地将这些动词分成两组,学生会发现一组是可以带“直接宾语+间接宾语”结构的,另一组是不可以带“直接宾语+间接宾语”结构的(必须使用“动词+间接宾语+介词+ 直接宾语”的结构)。

3.然后学生还要推测这两组词到底有什么区别。有学生尝试总结规则:左边这组是单音节词,右边这组是多音节词。这就是学生在教师的引导下有意识地注意语言现象,总结出来的正确的语言规则。

4.教师还可以对这种语言规则进行解释:多音节的词往往是外来语,可能是从法语引进的。这种方法与直接告诉学生语言规则比起来,所要花费的时间更长,但是学生自己总结出来的规则。

The practical application in English teaching

Difference the explain the save donate read suggest tell report lent

indicate called the generate

1. Let the students to find out the rules for use of the two types of

verbs.

2. Teachers consciously put these verbs into two groups, student

council found that a group can bring "direct object and indirect

object" structure, another group is not open with a "direct object

and indirect object" structure (must use the "verb + preposition +

indirect object + direct object" structure).

3. Then students to speculate about what is the difference between

the two groups of words. Have students try to summarize the rules:

on the left side of the set of monosyllabic words, this set of

polysyllabic words on the right. This is the student under the

guidance of teachers consciously pay attention to the language

phenomenon, summed up the correct language rules.

4. The teacher also can explain the language rules: polysyllabic

words tend to be from abroad, may come from French. This method

and directly tell students language rules, it takes longer, but

students summarize their own rules.

认知教学法的评价

认知法认为，“外语学习是一个有意识地去掌握所学语言的语音、语法和词汇的过程，主要是通过学习和分析这些语言形式的方法来掌握语言知识。只要学生对语言结构的理解掌

握达到一定程度，他们运用语言的能力将会随着语言在有意义的情境中的使用而得以自行发展和提高。”

根据语言学和心理语言学理论的一些新的研究成果来看，认知理论主要针对听说法的缺陷提出来的。认知法尖锐地指出听说法这一早期教学法在理论和实践上的不足和缺点，被听 说法忽视的语言和语言学习这两个重要方面，如创造性和意义。

认知法在语言实践中强调外语学习要更积极地发挥学生的智力，这一点尤其符合成年人学习外语的情况。学生要采用有意义的学习方式，用这种学习方式会使其更加令人愉快，因为学生并不仅仅是学习语言的一个机械装置。学生有思想、文化背景、情感、经验等等，有意义的学习依赖学生已有的知识结构，因而学习效果更好。

认知法的另一个特征是从外语学习一开始就注意听、说、读、写四种

技能的全面发展。这种教学方式符合真实的语言交际特征。因为在实际交际 中，人们很少只用一种语言技能。

认知法的最大贡献是它吸收了语言学和心理学的最新研究成果，从教育心理学、语言心 理学和外语学习理论的角度来研究外语教学，从而使外语教学法更具科学性。

然而，认知法也有自身的缺点。首先，目标定位在有意义的学习上，教师发现给学生选 择和准备有意义的语言材料很困难。其次，对那些理解能力较差的学生而言，用认知法学习 显得力不从心，效果不佳，因为学习主要依靠分析和理解。此外，认知法还是有一个缺点， 它至今尚未找到一套完整、系统、可行的方法供课堂教学所使用。作为认知法的理论基础尚 处于形成和发展阶段，因而，认知法作为新的教学法体系还不够完善，仍需要进一步的研究 和发展。

Cognitive teaching evaluation

"Foreign language learning is a cognitive method

said, consciously to master the language of the process of

pronunciation, grammar and vocabulary, mainly through the study

and analysis of the linguistic form method to master the language

knowledge. As long as the student's understanding of the language

structure

Grasps reaches a certain degree, their ability to use

the language will be followed by the use of language in a

meaningful context and to their own development and improve. "

According to some new research achievements of theory of

linguistics and psycholinguistics, cognitive theory mainly aims at

the defect of method was proposed. Methods of cognitive pointedly

heard early this teaching method in theory and practice of

shortcomings and defects, ignored by listening to claim these two

important aspects of language and language learning, such as

creativity and significance.

Cognitive method emphasis on foreign

language learning in language practice to more actively exert

students' intelligence, this is especially in adults learning a foreign

language. Students to adopt a meaningful study way, with this kind

of study way will make it more enjoyable, because the student is

not only a matter of learning a language is a mechanical device.

Students have the ideology, cultural background, emotion,

experience and so on, meaningful learning depend on the students'

existing knowledge structure, thus better learning effect. Another

feature of cognitive method from the beginning of learning foreign

language listening, speaking, reading and writing skills of

comprehensive development. This way of teaching conforms to the

real language communication characteristics. Because in actual

communication, people rarely used only one language skills.

Cognitive method is the greatest contribution of it

absorbs the latest research results of linguistics and psychology,

from the heart of science education psychology, language and

foreign language learning theory point of view to study foreign

language teaching, which makes foreign language teaching

method more scientific.

However, cognitive method also has its own

shortcomings. First, the target positioning in meaningful learning,

the teacher found for student selection and meaningful language

materials is difficult. Secondly, for those with poor ability to

understand students, learning the co-action with cognitive method,

and the effect is not good, because learning relies mainly on the

analysis and understanding. In addition, cognitive method has a

disadvantage, it has yet to find a complete set, system, feasible

method can be used for classroom teaching. As the theoretical

basis of cognitive method was still in the stage of the formation and

development, therefore, cognitive method as a new teaching

system is not perfect enough, still need further research and

development.

认知教学法的不足之处与发展前景

认知法从上世纪60年代针对听说法提出自今,凭借其先进的转换生成语言学和前沿的认知心理学作为理论背景,虽然动摇了听说法的主流地位,但却没能真正取代听说法。事实上,在美国外语教学中占统治地位的仍旧是听说法。在欧洲各国,功能教学法却大行其道,且对我国的外语和对外汉语教学产生了深远影响。时至今日,某些国外学者在总结语言教学的流派时,要么不把它单独列出,要么把它说成是改良的语法-翻译法。而且在世界范围内,也难以找到一本具有影响力的、体现认知法原则的外语教材。

综观认知法的特点,我们不难发现它在面面俱到与旗帜鲜明之间挣扎。遭遇如此尴尬窘境,追溯其根源,还要从它先进的理论背景来探讨。先进的生成语言学理论虽然在语言学界占据主流地位,也在世界范围产生了巨大影响,然而乔姆斯基提出的理论包括了从语言习得机制到普遍语法,从转换规则到θ理论和格理论,再有管约论和最简方案,诸多理论仍在不断变更完善,都没有形成完全固定的规则。王骏在《论外语教学认知法的困境与出路》一文中指出:生成语法理论虽然十分前沿,却始终处在发展变化中,而教学语法要求有比较固定的规则,使得生成语言学只能“从精神上支持”认知教学法,而 不能带来实际的帮助。[3] 再者,作为心理学基础的认知心理学,把感知、理解、记忆、推理等心理活动作为主要的研究内容,使得它的研究方法更为复杂。复 杂的理论及方法使得它在实际教学中的运用变得有难

度。它和生成语言学理论一样,理论虽然处于学科前沿,但是理论自身还需不断的发展完善。认知法的不足之处就在于它不能将有深度的理论转为简便易行、可操作的方法运用到实践教学中。

认知法所处的时代是一个强调多元化的时代,因此语言也不再被描述为单一的、自主的封闭系统,而是一个具有自然属性、社会属性、人类自身属性和历史文化属性等复合属性的结构体系。正是在这种多元化语言观指导下,认知法破除以往教学方法极端单一,只遵循自身流派观点的陋习,大胆采用其他教学流派已证实有效的方式,同时在前者不擅长的领域找准突破点,走的是不拘一格,勇于创新的路子。回顾前面认知法倡导的教学原则,我们发现它汲取语法-翻译法的优势,重视语言理解,主张有意义的学习和操练。学习听说法,重视语言能力的培养,主张“听、说、读、写”四项语言基本技能并举,不分彼此。像功能法一样聚焦语言运用,激发学生的自主学习兴趣和掌握规律并创造性地使用规律的能力。认知法所依赖的生成语法学和认知心理学,其理论的前沿性和宏观性不能单纯地看作是它的不足,也要意识到正是它理论的前沿性和不固定性,表明它具有广阔的发展前景。其理论的成熟完善将改变认知法只是纸上谈兵、无法紧密结合实践的困窘。认知法要摆脱目前的困境,使宏观的理论转变为具体可行的方法,笔者认为王骏提供的建议颇有建树,即:①建立实用的教学语法;②获得认知心理学的实 际支持。

认知法依托先进的理论,把其他教学法忽略的认知能力和认知过程作为出发角度,将外语教学的共性问题、学习者个体间的认知差异与母语环境中学习外语的特殊规律都考虑进去,完善了外语教学法的科学性。但是,认知法能否成为成熟独立的教学体系,其发展必然经历一段艰难曲折的探索路程。只有勇于投身探索与实践中,进一步完善它的理论基础和实践方法,才能在外语教学领域开创出一片新天地。

Shortcomings and development prospects of cognitive teaching

method

Cognitive method in view of the method was put

forward in the 1960 s from today, with its advanced conversion

generated forefront of linguistics and cognitive psychology as a

theoretical background, although the mainstream position of

shaken method, but it didn't really replace method. Foreign

language teaching in the United States, in fact, the dominant is still

heard method. In Europe, the function teaching method is popular,

and to our foreign language and made a profound impact on

teaching Chinese as a foreign language. Today, some foreign

scholars in the language teaching of the schools are summarized

up, either don't put it separately, or dismiss it as improved grammar

- translation method. And around the world, also hard to find an

influential, reflect the cognitive principle of foreign language

teaching materials.

Throughout the characteristics of the cognitive

method, we can readily find it in trying to struggle with a clear-cut

stand. Encounter so awkward predicament; trace their roots, but

also from its advanced theoretical background to discuss. Although

the generation of advanced linguistic theories in the language

educational world mainstream position, is also a huge impact in the

world, however the theory put forward by Chomsky includes from

the language acquisition mechanism to the universal grammar,

from the transformation rules to theta theory and lattice theory,

another tube and the minimalist program about theory, theories

continues to change, have not formed completely fixed rules. Mikel

in the plight of the theory of cognitive method of foreign language

teaching and the way out "the article pointed out that although very

current generative grammar theory, has been in the development

and changes, while teaching grammar requires less fixed rules, the

generative linguistics only" from the spiritual support "cognitive

teaching method, and does not bring practical help. [3] moreover,

as a psychological basis of cognitive psychology, the perception,

understanding, memory, reasoning, and other mental activities as

the main research content, makes its research methods are more

complex. Of the theory and method for complex noise makes it

become difficult in the application of practical teaching. It and

generative linguistics theory, although in the discipline front theory,

but the development of the theory itself also need to constantly

improve. Cognitive method is that it will not have the disadvantages

of depth theory into simple and operable method used in teaching

practice.

Cognitive method of age in an era of emphasis on

diversified, so the language is no longer be described as a single,

independent closed system, but a natural attribute, social attribute,

mankind itself and historical and cultural attribute composite

properties such as the structure of the system. It is in this pluralistic

language view, under the guidance of cognitive method to break

the teaching method of extreme, only follow the habits of its genre

view bold use other teaching schools has proven effective way, at

the same time in the field of the former is not good at find the

breakthrough point, walking is not stick to one pattern, innovation of

the way. Review the cognitive method advocated by the teaching

principles, we found it learn grammar - translation method,

emphasis on language comprehension, meaningful learning and

practice. Learning method, attention to the cultivation of language

ability, advocating "listening, speaking, reading and writing" four

basic language skills, regardless of each other. Focus on language

use as function method, stimulate students' autonomous learning

interest and master the ability to rule and creatively use rule.

Cognitive method relies on generative grammar and cognitive

psychology, the theory of frontier and macroscopic cannot be

simply regarded as the lack of it, also want to realize advanced and

fluidness of its theory, indicates that it has a broad development

prospects. The mature of the theory of perfect will change the

cognitive method is only an armchair strategist, not closely

combined with practice. Cognitive method to the dilemma that

macro theory into concrete feasible method, the author thinks that

the offer mikes has done, namely: (1) to establish a practical

teaching grammar; (2) the effect of cognitive psychology support.

Cognitive method relying on the advanced

theory, the cognitive ability and cognitive process of other teaching

method to ignore as a starting point, the common problems of

foreign language teaching, learners' cognitive differences between

individuals, and native language environment, the special law of

learning a foreign language are taken into account, improve the

foreign language teaching method is scientific. However, cognitive

method can become mature and independent teaching system, its

development must experience a hard and tortuous exploration.

Only the brave in exploration and practice, to further improve the

theoretical foundation and practice method of it, to create a new

land in the field of foreign language teaching.