Browsing by Subject "Cognitive sequencing"

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    Cognitive processes and the P-P-P (Presentation-Practice-Production model) in contemporary ELT materials.
    (Servicio de Publicaciones de la Universidad de Vigo, 2010) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    This paper focuses on the two kinds of knowledge humans may attain (specifically, linguistic knowledge), the cognitive processes as described in psycholinguistics and neurolinguistics leading to knowledge attainment and their correspondence to the PPP (Presentation-Practice-Production model of activity sequencing). Even though method in general and specific pedagogical actions imply the development of a specific type of knowledge (declarative or procedural), and a specific activity sequencing in teaching materials and procedures, the application of cognitive studies to language teaching has not been granted much relevance throughout the history of foreign pedagogy. The analysis of a case-study is undertaken in which a sample lesson from a well-known contemporary textbook is examined with the following aims in mind: (i) to ascertain up to what point its activities favour the attainment of declarative or procedural knowledge, and (ii) to detect whether the activity sequencing agrees or not with the PPP and thus with DEC->PRO cognitive sequencing. The analysis is performed on the activities of the units, since they constitute the operative pedagogical units both in textbooks and in the classroom.------------------------------------
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    The impact of activity sequencing on the differences between ELT methods: a critical analysis of sample units
    (Universidad de Granada, 2010-06) Criado, Raquel; Filología Inglesa
    One of the methodological variables frequently forgotten by most ELT methods is activity sequencing. However, this is not a secondary variable and it should be intrinsically related to the cognitive built-in process governing knowledge acquisition. Consequently, activity sequencing fully affects the pedagogically based organisation of the teaching materials and the cognitive processes of language acquisition. The aim of this paper is to perform an analysis of the activity sequencing in three different textbooks representative of three main methods in the history of ELT: the Direct Method, the Audiolingual Method and the Communicative Method. The analysis will be undertaken from pedagogical and cognitive perspectives. The results will illustrate a) the degree of agreement or non-agreement detected in each method and textbook; b) that the activity sequencing variable is crucial to determine the nature of such differences or similarities. Since the activity sequencing is similar across the three textbooks, it could be assumed that methodological differences may be of less consequence than usually considered.-------------------------------------------