Under the cognitivist theory of language learning, the idea of a being able to learn a second language is seen as a reasoned thinking process that is a conscious decision. It is therefore achieved through a deliberate use of a specific learning strategy. By processing information at a personal level in a way that enhances learning, comprehension, and retention, it becomes possible to learn how to communicate through other languages.
It is an idea that is in direct contrast to a behavioral theory of language learning, which sees the learning process of a second language as an automatic process that is conducted unconsciously.
Cognitivist Theory Assumes an Awareness of the Rules
The cognitivist theory language learning assumes that any response offered is the result of either a personal insight or through an intentional pattern.
There are a number of ways an individual may be able to have an insight when learning a second language. It may be directed to the concepts of the language, which may include the grammar, syntax, or even the slang that is used. It may also be directed to the operations of the language, which may include the communicative functions which are within the word structures.
By offering practical practice opportunities in new situations, it becomes possible to transition insight to assimilation. This is because many of the constructs of a second language have already been learned with the primary language that is spoken. The practice opportunities allow individuals to accommodate their current knowledge into the new language.
This means there are two barriers which must be overcome for anyone to learn a second language successfully. There must be a recognition of the language structure being learned and there must be repetition of the new words, concepts, and skills so the structures can be assimilated.
How Pattern Practice Creates Opportunities in Cognitivist Theory
When using the cognitive approach to language learning, one of the most effective tools to use is pattern practicing. By comparing the patterns of the new language to the patterns of the current language, it becomes possible for language learning to advance.
There are several different types of pattern-learning exercises which can help someone learn a second language quickly and effectively using this theory. Here are the most popular exercises that are implemented in language learning classes.
- Substitution. In this exercise, an individual is required to substitute a word from the second language with an embedded word from their primary language. This type of prompt causes the mind to signal an internal change so that it recognizes the new language pattern so it can begin to adapt.
- Mutation. In this exercise, various nouns, verbs, or adjectives be substituted so that inflections can be practices. This allows each component of sentence structure to have its relationship evaluated, giving the second language more depth and understanding.
- Transformation. In this exercise, an individual may be required to change word ordering, alter grammatical pairs, or make modifications to the constituents of the materials that are offered. This provides structural language learning, allowing for the identification of application, collocation, and implication relationships.
So why do some people succeed when using these exercises and other people fail to learn a second language?
Learning processes are individualized by nature. Each person learns a little differently. That means one language drill may be contextual and naturalistic for someone, but it may lack contest and fail to offer choice for another. This is why the cognitivist theory of language learning implements multiple approaches.
By being able to identify what a meaningful approach happens to be for each person, it becomes possible to adapt the learning approach to meet those individualized needs.
Is It Possible to Learn Without Knowing Culture?
One of the most unique components of human language is the culture and conceptual awareness that each speaker has. There is a creative aspect to language which is regional and must be understood while implementing the other approaches to cognitivist theory. This is because there can be high levels of variation within a language where one word means something very different in two different cultures.
Take, for example, the word “pants.” In the United States, if you’re wearing pants, then you are wearing an article of clothing that covers your entire leg, from ankle to hip. Jeans, trousers, even pajamas all have pants.
In the United Kingdom, “pants” is a reference to a person’s underwear.
So if you say that you’re “not wearing pants,” without a cultural understanding, you might inadvertently tell someone that you’re not wearing any underwear.
Through practice and individualized approaches, the cognitivist theory of language learning opens up a second language to virtually everyone. It only requires the conscious decision to pursue this learning opportunity to begin the process.