Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 1351-1361
DOI: 10.24205/03276716.2020.377 1351
A
PPLICATION OF
C
OGNITIVE
P
SYCHOLOGY IN
E
NGLISH
T
EACHING
Yan Zhang
1, Lichen Zhang
2*
Abstract
Economic globalization has brought numerous opportunities to communicate in English in work and daily life. This calls for an effective model for ordinary people to master English. Against this backdrop, this paper puts forward an English teaching model based on the distribution of English learning resources, in the light of cognitive psychology. The model was constructed after comparing the effects of two common learning models, namely, mechanical learning and comprehension learning. The proposed model was empirically tested among a group of students. The experimental class was taught by our model, while the control class was taught by the traditional cognitive model. The results of pre- and post-tests show that the experimental class achieved better English proficiency than the control class, indicating the feasibility of the proposed model. The research results highlight the importance of cognitive psychology in English teaching and learning, providing a good reference for similar studies.
Key words: Cognitive Psychology, English Teaching, Teaching Resources, Model.
Received: 18-05-19 | Accepted: 12-08-19
INTRODUCTION
With the development of economic globalization, people have more and more opportunities to communicate in English in their daily work and life (Celik, 2013). In the process of English communication, writing ability has become a necessary basic skill (Li & Edwards, 2014), which is a comprehensive reflection of students' cognitive ability, thinking ability and English writing application ability. Without a certain vocabulary, we cannot express our ideas clearly in written form to others. Sometimes, it may cause difficulties in reading or understanding (Pennington & Hoekje, 2014). Contemporary cognitive psychology studies human cognitive process from the perspective of information processing, including the neural basis of perception and cognition, the representation of information in the brain, the
1School of Applied English, Mudanjiang Normal University,
Mudanjiang 157011, China. 2Ear-Nose-Throat Department,
Hongqi Hospital Affiliated to Mudanjiang Medical University, Mudanjiang 157011, China.
E-Mail: [email protected]
development of professional experience knowledge, language structure and language understanding (Banegas, Pavese, Velázquez et al., 2013; Ramírez Romero, Sayer, & Pamplón Irigoyen, 2014). Its main research goal is to reveal how to understand the world, how to learn, and how the human brain can store knowledge and solve problems (Sung, 2016). Cognitive structure, that is, schema and knowledge framework, is the knowledge or experience that has formed or existed in the human brain, which is the basis of cognition and is improved with the development of cognitive activities (Prior, 2013). The process of English learning is a complex psychological process, namely the organizing and reorganizing of cognitive structures, such as mastering language knowledge and skills, internalizing language knowledge and skills, and achieving the automatic output of language (Mukundan & Kalajahi, 2013). It is necessary to deal with the relationship between these principles and English teaching in the application of cognitive psychology theory to foreign language teaching (Mcgrath, 2013).
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1352
of contemporary psychology research, which explains how people process information in cognitive activities (Sung, 2013). Cognitive psychology, as the theoretical basis of cognitive laws, enables the foreign language teaching method to be based on a more scientific basis (Hu, 2002). The process of vocabulary memory is one of the focuses in cognitive psychology research (Jin & Cortazzi, 2002). With the in-depth study of English learning, more and more people agree that vocabulary is the focus of English learning, while grammar serves vocabulary only. Nowadays, the focus of English teaching is generally shifted from grammar to vocabulary (Borg, 2007). Cognitive psychology is a psychology centered on the acquisition, storage, processing and use of information, whose research focus is to reveal the internal psychological mechanism of cognitive process, and make some explanations for various psychological activities and speech acts of human beings (Akbari, Behzadpoor, & Dadvand, 2010). When applying the cognitive psychology theory to foreign language teaching, we should pay attention to the cognitive process of learners and how they process, maintain and use foreign language information (Elyas & Picard, 2010). In order to guide them to use necessary cognitive strategies to improve their ability to analyze, solve and creatively use language, students are not only required to have certain linguistic knowledge and logical thinking ability, but also to be able to use the language knowledge they have mastered comprehensively and create in the way of English thinking so that they can express their ideas logically (Edge, 1993; Shin, Eslami, & Chen, 2011).
Cognitive psychology is a psychology centered on the acquisition, storage, processing and use of information (Wongsothorn, Hiranburana, & Chinnawongs, 2002). It focuses on revealing the internal psychological mechanism of cognitive process and can give some explanation to various psychological activities and speech acts of human beings. Breaking with Chinese cultural traditions: the autonomic learning in English language teaching was published in 1995 (Ho & Crookall, 1995). The equipment of amplifiers in the British National Corpus: the implication for English language teaching was proposed in 2003 (Kennedy, 2003). In 2009, Knowledge Imparting and People Cultivation: Challenges for University English Language Teachers in China was proposed
(Wette & Barkhuizen, 2009). In 2013, English Language Teaching Curriculum in Iran: planning and practice were proposed (Atai & Mazlum, 2013). Swaziland bridge: the idea of using task-based learning and computer-assisted instruction to improve English language teaching was released in 2015. Cognitive learning theory is the core content of cognitive psychology research (Pierson, 2015). It believes that learning is the interaction between old and new knowledge, that is, the assimilation process of new and old knowledge in cognitive structure. The result of assimilation is the continuous differentiation and integration of the original knowledge structure (Benson, 2010). Learners can derive, transform, and generate infinite sentences with limited rules and infinite creativity (Brown, 2000). The more vocabulary a student has, the more vocabulary he has in using the language. The vocabulary level of students can often reflect their English level (Issa & Al-Bulushi, 2012). The learning process is also the organization and reorganization, change and development process of cognitive structure (Banegas, 2012). Cognitive psychology quickly changes the psychology with new theoretical viewpoints and rich experimental results and gradually becomes a new branch of psychology. At the same time, it promotes the development of related disciplines such as cognitive linguistics.
METHODOLOGY
From the perspective of foreign language teaching, the obvious trend of contemporary teaching psychology research is based on the theory and method of cognitive psychology. This paper explores the psychological mechanism of learners' acquisition of linguistic knowledge and cognitive skills by exploring the variation law of learners' cognitive structure, and reveals the interaction between foreign language teaching and cognitive development. The result of the interaction between old and new knowledge is: on the one hand, new knowledge is integrated into the original schema or behavior model. On the other hand, some old schemas are reconstructed or combined to produce new schemas. According to the principle of cognitive psychology, the processing of sensory information is not only data-driven, but more concept-driven. Human graphic recognition is a concept-driven system. Can a person recognize a
APPLICATION OF COGNITIVE PSYCHOLOGY IN ENGLISH TEACHING 1353
pattern from an image from another? The concept in the human brain has a great influence on this. The writing process is a highly complex cognitive process. It is impossible for students to keep all writing content in their minds. Therefore, it is very important for teachers to provide students with necessary external support in writing teaching, so as to reduce students' work in basic skills and memory burden.. Association is the product of the connection between old and new knowledge and belongs to intentional memory. Through categorical, horizontal, and vertical connections, an interdependent knowledge structure is formed in learner's mind to enhance memory.
There are two forms of learning: one is mechanical learning and the other is comprehension learning. The former is an isolated learning that is unrelated in meaning. Students lack the understanding for the knowledge they have learned, and rely on rote memorization to memorize knowledge. The latter is cognitive learning, allowing students to understand the basic concepts and rules and their internal connections that they have learnt. Cognitive psychology believes that comprehension learning is more effective than mechanical learning. If students want to master certain aspects of knowledge, they must integrate new knowledge to their existing knowledge system, that is, to adapt to their original cognitive patterns. Several students were selected and they were asked to perform mechanical learning and comprehension learning to memorize words under the guidance of teachers. After ten days, the effect is compared, as shown in Figure 1.
Figure 1
.
Comparison of learning effects of
different learning methods
A high-dimensional feature distribution space is constructed to represent the parameter distribution model of English ability evaluation. The main indicators restricting the English teaching ability include the level of teachers, investment in teaching facilities, and the level of policy relevance. The information flow model for constructing a differential equation to express the constraints of English teaching ability is:
]
[
)
(
x
sign
x
b
f
=
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(1)The solution vector of English teaching ability evaluation is calculated by correlation fusion method in the high-dimensional feature distribution space. A subset of the characteristic training that is evaluated by the teaching ability satisfies the following conditions:
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On the glossary, students can only learn pronunciation, spelling, meaning and part of speech of a word. However, they cannot learn pragmatics. Only in the context created by teachers or textbooks can the proper use of a word be reflected. When teaching vocabulary, teachers should pay attention to not only the definition knowledge of vocabulary, that is, the shallow knowledge, but also the context knowledge, that is, the deep knowledge. In the process of English teaching, the transmission of information is a complex two-way cycle. On the one hand, students master concepts through obtaining external information. On the other hand, they also send feedback information to teachers in learning and teachers can timely adjust the teaching process according to the feedback information sent by students, which allows for immediate reinforcement and information correction. Writers use lexical chunks in the writing process, and their efforts are much less significant than their own sentences based on syntactic structure, vocabulary usage, and so on. This is conducive to solving the problems of poor vocabulary, inappropriate use of vocabulary, and incompatibility with language and culture. The lexical chunks are not isolated like a single word,
YAN ZHANG,LICHEN ZHANG
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but it breaks through the scope of words in the traditional sense and has a relatively complete meaning. It has far exceeded the vocabulary collocation and even expanded into the domain of whole sentence and discourse. Cognitive theory holds that language learning is by no means a process of mere imitation and memory, but a process in which learners store and organize various materials, acquire knowledge, and form knowledge structures through knowledge process. From the first English class of new students, all of them are taught in English. The use of words is from less to more; the sentences is from short to long; the speed is from slow to fast; and the semantics is from simple to complex. Also, images, pictures and body language are used appropriately. Practice has shown that after half a semester of training, the listening level of most students can basically meet the requirements of normal English teaching. People with field-dependent cognitive style tend to use external reference as the basis of information processing in cognitive activities, that is, the perceptual objects or symbolic images. The human brain goes through several stages in recognizing new things. As mentioned in cognitive psychology, from perception and short-term memory to long-term memory and each stage has a phase of information processing. It is difficult to find meaningful things in a complex background without knowing a complex figure purposefully. Familiar things are easier to identify because the concept of the object is clear and solid. As the name implies, the shallow lexical processing teaching method refers to the teaching method of shallow lexical processing and memorization by analyzing the
pronunciation, spelling, fixed collocation and block of words, taking words or phrases as units and focusing on the memorization A number of students were selected to compare the memory effect of traditional method, as shown in Figure 2.
The obtained data of the pre-test scores and pre-test scores of the experimental class and the control class students were statistically analyzed by statistical software, and the statistical data were summarized in Table 1. After the experiment, the test scores of these two classes were compared again, as shown in Table 2. The comparison between these two classes before and after the experiment is shown in Figure 3.
Figure 2
.
Comparison between new
cognitive methods and traditional memory
methods
Table 1.
pretest data for two classes
Experimental class Control class
Number of people 45 44
Average age 17.3 17.4
Ratio of boys to girls 35：10 32：12
Average pretest results in English proficiency 74.2 75.5
Pretest average score in composition 72.4 72.7
Table 2.
After two classes, the experiment is compared
Experimental class Control class
Average English test results 77.8 75.8
APPLICATION OF COGNITIVE PSYCHOLOGY IN ENGLISH TEACHING 1355
Figure 3
.
Comparison of the scores between
the two classes before and after the
experiment
For the English teaching ability evaluation distribution of a group of multivariate statistical variables, the data flow model of English teaching ability evaluation based on the previous statistical measurement values is:
(
)
1
1
2
F
n n c
n
b
W
A
n l K
+
=
+
(4)
The level of English teaching ability evaluation and the level of teaching resources allocation satisfy the functional condition of dimension continuity. That is, the evaluation of English teaching ability is convergent. The constraints are:
= + +
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iXiP P Ln
P )
1 ( ) (
(5)
The quantitative data recursive analysis method is used to analyze the big data information model of English teaching ability evaluation. The control objective function for predictive evaluation of English teaching ability is constructed as:
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1
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K
A
Wtan
e
iK
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−
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(7)
Cognition is the brain activity that learners rely on to acquire knowledge and concepts. Cognitive process is the process that learners acquire, store, process, use and create information. Cognitive psychology emphasizes that this process is purposeful and carried out in a certain psychological structure according to certain strategies. People with field-independent cognitive style tend to make more use of internal reference as the basis of information processing in cognitive activities. This kind of people is more autonomous and can reorganize the information provided when it is necessary or required by internal needs, that is, to reorganize the perception or symbolic representation to meet the current task. In a complex background, it is easier to purposefully find certain goals because people already have knowledge related to the target, and understand the image and characteristics of the target. In English teaching, it should be considered that the same teaching method is of different teaching effects for different students. Teachers must understand the differences in students' cognitive styles in order to choose different teaching methods based on different types of cognitive styles, which is to teach students according to their aptitude. Cognitive structure is directly involved in the interaction with new knowledge, which not only determines whether new learning can be produced, but also the retention of new knowledge and the migration in new contexts. The effective character number in the pre-test and post-test in experimental class is compared and the data is shown in Tables 3, 4 and Figure4.
Table 3.
Comparison of effective words
before writing in the experimental class and
the control class
Class Mean value Maximum value
Experimental class 62.1 123 Control class 61.7 122
Table 4
. Comparison of effective words
after writing between experimental class
and control class
Class Mean value Maximum value
Experimental class 71.3 139 Control class 63.4 125
YAN ZHANG,LICHEN ZHANG
1356
Figure 4
.
Comparison of effective words in
the two classes before and after the
experiment
Figure 5
.
The average number of effective
words in a composition changes with the
start time of the experiment
After the experiment, in the post-testing of these two classes, except for the minimum, the average and maximum number of effective character number are improved. The average value of the experimental class reached 71.3, which was 7.9 higher than that of the control class at 63.4.the average value of the control class reached 63.4, and the average value of the experimental class was higher than the control class 7.9. The maximum number of experimental classes increased to 139, an increase of 16 from the original compared with the original level.
while the maximum of control class the maximum number of control classes reached 125, an increase of 3 from the original level. There are significant differences in the writing fluency in the experimental class and the control class, and the improvement effect is remarkable. The paired sample statistic of the pre-test and post-test of the effective number of essays in the experimental class is shown in Table 5. In the daily writing exercises in these two classes, the effective character number in papers changes with the start time of the experiment, as shown in Fig. 5.
The grey model is used for the quantitative and recursive evaluation of English teaching ability. When the initial value of perturbation feature is fixed, the probability density function of the predicted English teaching ability is obtained as follows:
( P cal P) / sin( SE)
p = M Q +A (8)
In the high-dimensional feature distribution space, the continuous function of the prediction and evaluation model of English teaching ability is:
4
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, 4
1 1 ,
( , ) 1 M N
s d s d
s d
m n s d
W m n K
MN
= =
−
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(9)
After iteration, the quantitative recursive analysis method is used to obtain the sample values of the output indexes of the evaluation of English teaching ability. The sample value of the big data flow is as follows:
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ti ti t t
i ti ti
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=
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(10)
The method of data fusion is adopted. The cross-domain classification objective function of big data and big information flow for English
Table 5.
Paired sample statistics of pre-test and post-test for effective vocabulary of
experimental class composition
Sample size Mean value Standard deviation
Pretest in experimental class 45 62.1 3.45
APPLICATION OF COGNITIVE PSYCHOLOGY IN ENGLISH TEACHING 1357
teaching ability is constructed as follow:
1
m
i i i i
C l r
= =
(11)
The index correlation distribution sequence of the evaluation of English teaching ability is quantified. The quantitative recursive feature extraction results of teaching ability evaluation are as follows:
2 1
2 1
h
i i h m
i i
P
=
=
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(12)
RESULT ANALYSIS AND DISCUSSION
Synonyms and polysemy are ubiquitous in English. Semantic discrimination, comparison and summary of these words can deepen students' understanding of the meaning of words, the distinction and connection between core words and related words, and enable students to master the connotation, collocation, context, style and emotional color of words so as to make students use these words more accurately and comfortably. It is found in the teaching that students' knowledge of word formation is limited, and their mastery of root and affix of words can never assist in memorizing words. Cognitive psychology holds that students' knowledge background plays a great role in students' short-term memory and teachers can guide students to compare homonyms, homonyms and homonyms, synonyms, synonyms and antonyms. When teaching English words, younger students tend to adopt intuitive teaching method. It is easier for students to accept and memorize new words by presenting them in physical objects. For older students, teachers can teach them methods such as induction and association, so that they can summarize, organize and memorize new words. The cognitive strategy in the process of foreign language learning is a series of methods used by students when dealing with foreign language information, including analysis, generalization, induction, association, memory, comparison, guessing, drilling and intentional attention. After the implementation of the first phase of English
listening and speaking teaching supported by information technology, the stage testing is required. Since the speaking test takes a long time, only written tests are taken. The main content of the test is the three modules studied at this stage. The test results are used as the basis for evaluating the learning effects of students at this stage, and also serve as the basis for the policy adjustment in the second phase. The test results are shown in Figure 6.
Figure 6
.
Comparison of written test scores
of listening, vocabulary and writing
When applying cognitive psychology theory to English teaching, we should pay attention to the cognitive process of learners and how they process and use language information. The traditional sentence-making method is that the teacher chooses those examples that they have already prepared and writes them on the blackboard and explains them in class. The students listen and memorize passively and lack the opportunity to use vocabulary actively. The flexibility and richness of English vocabulary make most students feel at a loss when facing complicated language phenomena and they have poor effect in memorizing words. The lack of vocabulary in writing often makes students lack self-confidence in their own learning. In English teaching, we should consider that the same teaching method has different teaching effects for different students. Teachers must understand the differences in students' cognitive styles in order to choose different teaching methods according to different cognitive styles. Students can independently explore the new words encountered in reading, guess the meaning of new words through shallow vocabulary processing, or find the meaning and fixed combination of new words by looking up the dictionary. Students can also
YAN ZHANG,LICHEN ZHANG
1358
explore different meanings of old words in the same sentence. If students want to master certain aspects of knowledge, they must adapt new knowledge to their existing knowledge, that is, their original cognitive patterns. The vocabulary specified in the new high school curriculum standards has changed, and the corresponding vocabulary for each module is shown in Table 6.
Table 6.
Vocabulary of each module and
corresponding
Module Word Fixed match
1-4 2500 400
5-8 3500 500
9-12 4300 500
The alternative data method is used to randomize the English teaching ability. The perturbation function of the empirical distribution data of the teaching ability evaluation and the sub-class collection are obtained. The utilization ratio of the English teaching resource distribution can be expressed as:
, 1
R l l j i
n
PW
b
−
=
+
(13)
The hierarchical structure is constructed and the big data analysis method is used to establish the principal component feature of English teaching ability evaluation. The fuzzy closeness filling method is used to solve the similarity of teaching resource distribution:
ln( )
/ /
=
ln(N)
ij ij
j i
C C
C N C N
CI
N
（ ）(14)
It is the human nature for human beings to learn any knowledge in an attempt to find the order and seek laws in things they come into contact with. Like any other knowledge, the whole process of learning a foreign language is a process of discovering, seeking and restructuring the original rule system. Cognitive structure is directly involved in the interaction with new knowledge. It not only determines whether new learning can be produced, but also the retention and transfer of new knowledge in new context.
Students' learning is meaningful activity. The acquisition of new knowledge mainly depends on the original appropriate concepts in the cognitive structure, the interaction between new and old knowledge, and the assimilation of new knowledge into the original cognitive structure. Every learner will consciously or unconsciously mobilize his original knowledge and cognitive strategies when trying to complete a learning and cognitive task. It is extremely important for beginners to practice master correct pronunciation and words and practice the reading of stresses and intonations, which lays a good foundation in language learning. Frequent reading with the correct pronunciation and intonation is conducive to improving listening, reading comprehension and language. Teaching should be learner-centered, and students should be fully motivated and activated in the teaching process so that better teaching results can be achieved.
The scoring standard includes four aspects: content, phonetic intonation, grammar, and fluency. Three teachers give the results at the same time, and the average is taken as the final score. The weight of scores is shown in Figure 7.
Figure 7
.
Score weight data
The simulation analysis method was used to test the performance of big data analysis in English teaching ability evaluation, and the statistical analysis method was used for the sample analysis of the data of English teaching ability evaluation. Relevant parameters, sampling frequency, and adaptive initial step size of the distribution of English teaching resources are set. The big data reconstruction of the
APPLICATION OF COGNITIVE PSYCHOLOGY IN ENGLISH TEACHING 1359
constraint parameters of English teaching ability evaluation is carried out, and the time domain waveform of the big data distribution is shown in Figure 8.
Figure 8
.
Big data time domain distribution
time domain waveform
The statistical data of the index parameters of English teaching ability evaluation in Figure 8 is taken as the research object to perform the data clustering and information fusion processing so as to realize the evaluation of teaching ability. Tables 7 and 8 give the test results of indicators such as the accuracy of the evaluation. According to the analysis, this method can achieve high accuracy of teaching ability evaluation, and the utilization rate of teaching resources is better. A comparison of these two analytical methods is shown in Figures 9 and 10.
Table 7.
Traditional evaluation method test
data
Evaluation cycle 1 2 3
Accuracy 89.69 88.43 89.32 Utilization rate 87.32 88.56 87.45
Table 8.
Simulation analysis method test
data
Evaluation cycle 1 2 3
Accuracy 97.48 98.56 97.64 Utilization rate 96.85 97.49 97.78
Figure
9.
Comparison of accuracy of two
analytical methods
Figure
10.
Comparison of utilization rates of
two analytical methods
Teachers can provide examples for students. The rule of teachers can be turned into students' rules of discovering and summarizing language. Writing is a very effective way to use vocabulary. Teachers can train students' writing ability in a planned way. For example, firstly, they can give students some key words to write a coherent article with these words and then. They can let the students play freely and rewrite the text according to their own thinking. Open writing training is based on restrictive and semi-restrictive writing training. Students have accumulated a certain number of lexical chunks, and teachers let students choose their own words and sentences and complete the process of written expression. It is an advanced stage of writing training for students, which is to examine students' ability in the comprehensive use of vocabulary for writing. Teachers should arrange difficult and targeted writing training for students with purpose and plan according to the requirements of writing teaching. Teachers can allow students to find problems in their own learning according to their different writing levels, and find the answers to these questions and establish their learning goals through mutual discussion. Foreign language teaching should develop in the direction of cultivating students' creative ability, self-learning ability and improving students' knowledge structure.
CONCLUSIONS
In teaching, teachers themselves should have some advanced theories. We should constantly study and improve our quality. In vocabulary teaching, how to process and memorize vocabulary is the key and difficult point. If we
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consciously use the new achievements of cognitive science to improve teaching methods in vocabulary teaching, we can greatly help students improve the memory effect of English vocabulary. The teaching method of vocabulary processing can also extend to the teaching of text. Firstly, it is necessary to understand the superficial information of the text, such as paragraphs and the details of the article. Then, it is necessary to understand the deep information. Cognitive psychology theory has a good theoretical guiding role for the teaching practice of English teachers. Teachers should have the knowledge in this aspect so that English classroom teaching can be more effective, and students' learning ability can be exerted to promote their learning. People are comprehensively and objectively understanding the special laws of foreign language learning process from various aspects and levels, and pay more and more attention to the subjective initiative and creativity of learners in foreign language learning. The foreign language teaching under the guidance of cognitive learning theory encourages teachers to study the internal psychological process of students in foreign language learning, which is conducive to cultivating the creative thinking and the ability of conscious autonomic learning of learning subjects.
Acknowledgement
This paper is supported by the teaching reform project of Mudanjiang Normal University，Research and Practice of Cross-cultural Foreign Language Teaching Reform from the Perspective of Rhetoric. (Project No. 19-XJ21050).
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