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Code-Cognition Approaches to Language Learning [microform] / Weber D. Donaldson, Jr
Bib ID 5517925
Format MicroformMicroform, BookBook
Author
Donaldson, Weber D., Jr
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1970 
11 p. 
Summary

On the basis of evidence from general linguistic theory and psycholinguistic research, it is argued that the working hypotheses of the audiolingual habit theory are inconsistent with studies of human verbal learning tasks, and that transformation grammarians have shown convincingly that structuralist views of language are too narrow in scope. It is further argued that audiolingual precepts are intrinsically unsound and that modifying present approaches and techniques is not a viable solution. The cognitive code theory of language learning is seen as representing a truer picture of language and language acquisition. It is proposed that the cognitive code theory should be central to any method of foreign language instruction. Basic assertions underlying cognitive code theory are outlined, and the implications of their application to language teaching are examined. (MSE)

Notes

ERIC Note: In: Dimension: Languages 70. Code-Cognition Approaches to Language Learning. Proceedings of the Southern Conference on Language Teaching (1970).

Teachers.

Practitioners.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Audiolingual Methods.  |  Instructional Effectiveness.  |  Learning Processes.  |  Learning Theories.  |  Linguistic Theory.  |  Second Language Instruction.  |  Second Language Learning.  |  Teaching Methods.  |  Transformational Generative Grammar.  |  Cognitive Code Learning Theory
Form/genre Reports, Evaluative.  |  Opinion Papers.  |  Speeches/Meeting Papers.
Available From ERIC 
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008 080220s1970    xxu ||| bt    ||| | eng d
035 |9(ericd)ED319234
037 |aED319234|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aDonaldson, Weber D.,|cJr.
245 1 0 |aCode-Cognition Approaches to Language Learning|h[microform] /|cWeber D. Donaldson, Jr.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1970.
300 |a11 p.
500 |aERIC Note: In: Dimension: Languages 70. Code-Cognition Approaches to Language Learning. Proceedings of the Southern Conference on Language Teaching (1970).|5ericd
520 |aOn the basis of evidence from general linguistic theory and psycholinguistic research, it is argued that the working hypotheses of the audiolingual habit theory are inconsistent with studies of human verbal learning tasks, and that transformation grammarians have shown convincingly that structuralist views of language are too narrow in scope. It is further argued that audiolingual precepts are intrinsically unsound and that modifying present approaches and techniques is not a viable solution. The cognitive code theory of language learning is seen as representing a truer picture of language and language acquisition. It is proposed that the cognitive code theory should be central to any method of foreign language instruction. Basic assertions underlying cognitive code theory are outlined, and the implications of their application to language teaching are examined. (MSE)
521 8 |aTeachers.|bericd
521 8 |aPractitioners.|bericd
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAudiolingual Methods.|2ericd
650 0 7 |aInstructional Effectiveness.|2ericd
650 1 7 |aLearning Processes.|2ericd
650 1 7 |aLearning Theories.|2ericd
650 1 7 |aLinguistic Theory.|2ericd
650 0 7 |aSecond Language Instruction.|2ericd
650 0 7 |aSecond Language Learning.|2ericd
650 0 7 |aTeaching Methods.|2ericd
650 1 7 |aTransformational Generative Grammar.|2ericd
653 1 |aCognitive Code Learning Theory
655 7 |aReports, Evaluative.|2ericd
655 7 |aOpinion Papers.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
984 |aANL|cmc 2253 ED319234|d77000000323184
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