COGNITIVE PROCESS OF ENGLISH LEARNERS IN VOCABULARY LEARNING

Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 878-884

DOI: 10.24205/03276716.2020.325 878

C

OGNITIVE

P

ROCESS OF

E

NGLISH

L

EARNERS IN

V

OCABULARY

L

EARNING

Lizhi Yao

Abstract

Vocabulary acquisition and cognition are basic abilities of English learners. The cognitive process in vocabulary learning depends heavily on the psychology of the learner. This paper probes deep into the cognitive process of English learners in vocabulary learning. Firstly, the author summarized some basic theories on vocabulary learning, such as lexical knowledge, lexical information processing, memory and psychological lexical conversion. On this basis, an English vocabulary teaching model was established, in the light of the cognitive process of vocabulary learning. Then, a comparative experiment of vocabulary learning was conducted among 60 freshmen from a university in Beijing, China. Only the experimental group was taught by the proposed model. The learning effect of each subject was measured in pre- and post-tests. The results show that the cognitive process of vocabulary learning mainly includes three processes: attention, cognition and output; the proposed cognitive process-based teaching model can promote the learning strategy and vocabulary acquisition of English learners. This research throws light on English vocabulary teaching in colleges across China.

Key words: English Vocabulary, Cognitive Process, Information Processing, Comparative Experiment.

Received: 12-04-19 | Accepted: 19-09-19

INTRODUCTION

Vocabulary is the most core element of language and the most basic part of language learning. Only when vocabulary acquisition reaches a certain level can the practical application of language abilities such as listening, speaking, reading and writing be realized (Huang, Deshpande, Yeo et al., 2016). The overall English level of Chinese English learners is not high, and the most important constraint is vocabulary level (Savenije, 2004). In the traditional English vocabulary teaching in China, in terms of teachers, the single teaching method makes vocabulary teaching an isolated and mechanical teaching task, lacking vocabulary classification and in-depth teaching guidance; in

Hunan City University, Yiyang 413000, China. E-Mail: [email protected]

terms of learners, rote memorization makes

vocabulary acquisition boring, with low

efficiency and poor effect in vocabulary memory and poor understanding of vocabulary meaning. There is still a long way to go to reform English vocabulary teaching in China (Zhou, 2012).

Vocabulary teaching is closely related to linguistics and psychology. Especially with the application of cognitive psychology and related theories in second language learning, the research on vocabulary teaching from the perspective of cognitive psychology has gradually deepened and achieved fruitful results at home and abroad: similar to the information processing mode of computers, foreign scholars have divided the cognitive process of vocabulary learning into four steps of input-storage-processing-output and put forward information processing theory (Zhao & Ip, 2013) learning

strategies, including affective strategies,

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strategies, are applied in vocabulary learning, and the promotion effect of learning strategies on vocabulary acquisition is demonstrated through teaching practice (Shillcock, Ellison, & Monaghan, 2000). The role of memory theory in each stage of vocabulary acquisition process has been deeply analyzed, and the roles of short-term vocabulary memory, vocabulary sensory memory and long-term vocabulary memory in vocabulary acquisition have been demonstrated. With the application of cognitive psychology

theory in language learning, discussing

vocabulary acquisition from learners' cognitive ability and cognitive process has become a new way of thinking in the research on English vocabulary. This paper aims to prove the importance of cognitive process to vocabulary learning based on teaching practice by

summarizing the cognitive theoretical

knowledge of psychological process of

vocabulary acquisition (Fernando, Fromont, Muselet et al., 2012)

The research on vocabulary acquisition in this paper is mainly based on the information processing theory of vocabulary. Theoretically, according to the extension of vocabulary cognitive psychological process of this theory, this paper analyzes and summarizes vocabulary knowledge, vocabulary memory and other aspects. Practically, the design of vocabulary teaching model based on cognitive process relies on information processing theory. Through questionnaires, teaching interviews, vocabulary proficiency tests and other methods, this paper compares and analyzes the vocabulary level and cognitive psychology of the respondents. The results of the teaching practice test prove that the teaching model that attaches importance to the cognitive process of English learners in English vocabulary learning plays a positive role in improving the vocabulary level of college students in China.

ENGLISH VOCABULARY AND VOCABULARY PROCESSING

Vocabulary knowledge

Semantics, grammar and pronunciation are the three major elements of vocabulary, and vocabulary is the basic structure of sentences. The use of vocabulary is a scientific and effective application of the three major elements of vocabulary. The use process of vocabulary is the

comprehensive application of semantics,

grammar and pronunciation of vocabulary by using cognitive ability (Sliwinska, Violante, Wise et al., 2017). The use of words is not only limited by the inherent features of words, but also influenced by learners' cognitive ability.

Cognitive psychology calls English vocabulary that are permanently memorized psychological vocabulary. Psychological vocabulary knowledge includes the contents shown in Figure 1.

The organizational forms of psychological vocabulary in learners' memory are divided into hierarchical network mode and activated diffusion mode, which coexist with each other to form learners' inherent vocabulary level (Nash & Snowling, 2006). Different from looking up a dictionary, the activation and application of psychological vocabulary are influenced by word frequency, word meaning, context information, etc. Vocabulary knowledge is transformed into psychological vocabulary through learners' cognitive ability. The number and organizational structure of learners' psychological vocabulary are also related to learners' cognitive level (Kaandorp, De Groot, Festen et al., 2016).

Vocabulary processing

Information processing theory

Information processing theory is a learning theory established by simulating computer

Figure 1

.

The composition of psychological vocabulary knowledge

Psychological vocabulary knowledge

Phonetic knowledge

Syntactic knowledge

Morpheme knowledge

Semantic knowledge

Non-verbal information

COGNITIVE PROCESS OF ENGLISH LEARNERS IN VOCABULARY LEARNING ₈₈₀

Figure 2

.

Learning model based on information processing theory

E

nvi

ronm

e

nt

Receptor Effector

Sensory register Reaction generator

Short-term memory

Long-term memory Executive

control Expect

information processing flow. With the

development of information processing theory, modern learning theory gradually accepts the

idea of computer simulation cognition.

Information processing theory is widely used in modern teaching (Gunter, Wagner, & Friederici, 2003).

Information processing theory holds that human behavior is determined by the internal information cognitive process of the human body. Any learning process depends on the cognition and application of information. The learning result is the result of the interaction

between human and environment. The

information processing mode lays particular stress on the selection of learners' cognitive mode and their response to the results of

information processing, and attaches

importance to the process of information selection, cognition, memory and use.

Figure 2 shows a learning mode based on information processing theory. A learner extracts stimulation from the environment and registers them in his receptors, and information is temporarily encoded in short-term memory and stored in semantic form for a short time. After learners undergo fine processing and further organization, the encoded information can be changed from short-term memory to long-term memory. In this process, learners can also extract the stored long-term memory to assist the temporary encoding of short-term memory. Learners finally use the knowledge extracted from short-term memory or long-term memory to act on the response generator to

form the learner's operation behavior, which is the learner's response to the initial stimulus, and the learner completes the cognitive processing of information in this process. The process of information processing is guided by the two main structures of learners' executing control ability and learning expectation.

Memory theory

Due to the lack of language environment for English learning and the influence of Chinese language environment, learners' memory system is particularly important for English vocabulary learning in English learning. At the same time, learners' memory ability also plays an important role in the cognitive process of vocabulary. Memory is both psychological and physiological, both concrete and abstract. Any psychological activity and psychological phenomenon involve memory, which enables people to accumulate knowledge (Li, Li, Shen et al., 2009).

Figure 3 is a classification diagram of memory. Research shows that sensory memory in English vocabulary learning can be better realized through the combination of reading aloud and listening to reduce the speed of forgetting before words enter short-term memory. In order to obtain better memory effect during the transition from short-term memory to long-term memory, learners should fully understand their cognitive ability and adopt effective cognitive strategies and memory methods to process vocabulary (Weintraub & Amy, 2015).

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Figure 3

.

Memory classification diagram

Memory

Sensory memory Short-term

memory

Long-term memory

Image memory Audiovisual

memory Semantic memory Episodic memory

Figure 4

.

Vocabulary teaching model

Frequency

Teaching guide

Learning task

A

tt

e

nt

ion Coaching and

training in learning strategies

Sema ntic know ledge

Sema ntic know ledge Morpheme

knowledge

Morpheme knowledge

Input

Vocabulary teaching model based on cognitive process

According to the knowledge of cognitive theory of mind such as information processing theory and memory theory, and in combination with the contents of vocabulary teaching activities, an English vocabulary teaching model is constructed. Figure 4 shows the diagram of vocabulary teaching model.

The stages of English vocabulary learning are divided into motivation stage, understanding stage, acquisition stage, retention stage, recall stage, generalization stage, practice stage and feedback stage. The first two stages are vocabulary input, the middle four stages are vocabulary processing, and the last two stages are vocabulary output (Wilson, 1989; Park & Lee, 2000).

(1) English vocabulary input

In the process of vocabulary input, it’s

necessary to raise the frequency of vocabulary input, increase teaching guidance, and assign learning tasks in advance so as to draw attention of leaners to vocabulary and stimulate students' learning expectations.

(2) English vocabulary processing

Table 1.

Vocabulary learning strategy training

content

Code Content 1

Students explain the strategies used to complete a specific task and reflect on how the

chosen strategy facilitates their learning process

2

Introduce new strategies, give names and explain the importance and value of strategy

training;

3 Provide sufficient exercises for students to

apply strategies to real tasks

4 Show students how to transfer strategies to

other foreign language learning activities

5 Provide opportunities for students to discuss

the use of strategies.

In the process of vocabulary processing, the training and guidance of learning strategies and cognitive methods can improve learners' vocabulary learning ability so that more vocabulary can be changed from short-term memory to long-term memory. The learning strategy training content is shown in Table 1.

(3) English vocabulary output

In the process of vocabulary output, a large number of reading, writing and listening exercises are used to consolidate and apply

COGNITIVE PROCESS OF ENGLISH LEARNERS IN VOCABULARY LEARNING ₈₈₂

newly acquired vocabulary, strengthen students' memory and improve students' vocabulary acquisition effect (Guo, 2019).

ENGLISH VOCABULARY TEACHING PRACTICE BASED ON COGNITIVE PSYCHOLOGICAL THEORY

Experiment design

Experimental subject

A comparative experiment of vocabulary cognitive psychology teaching is conducted among 60 freshmen in a university in Beijing. The ratio of male to female is 1: 1. The subjects are divided into two classes, the experimental class and the control class, with 30 students in each

class. There is no significant difference in the academic performance of the subjects before the teaching experiment begins.

Experimental tools

(1) Using vocabulary learning questionnaire as shown in Table 2, statistics and analysis are made on the learning strategies and psychology of the subjects from the three main processes of information processing. The five-score scale is used to count the survey results of the subjects, who are asked to choose answers according to their actual vocabulary learning situation, and the 5 scores is very suitable, the 4 scores is suitable, the 3 scores is general, the 2 scores is inappropriate, and 1 score is very inappropriate.

Table 2.

Questionnaire on English Vocabulary Learning Strategies

Order Question Ranking

1 I know when understanding a word is important to understanding the article. 1,2,3,4,5

2 In addition to textbooks, I also look for books that interest me. 1,2,3,4,5

3 I infer the meaning of a word based on the development of context logic. 1,2,3,4,5

4 I use the grammatical structure of a sentence to guess the meaning of a new word. 1,2,3,4,5

5 I have to look up the dictionary when I see a new word repeatedly. 1,2,3,4,5

6 When I look up the dictionary, I pay attention to the usage of example sentences. 1,2,3,4,5

7 When looking up the dictionary, I will directly look up the prototype of the vocabulary (created

-create) 1,2,3,4,5

8 When the vocabulary I find is common, I take notes. 1,2,3,4,5

9 I will write down useful sentences or short sentences. 1,2,3,4,5

10 I will copy down new words. 1,2,3,4,5

11 Want to remember a word, i will read it aloud. 1,2,3,4,5

12 Want to remember a word, i will write it over and over. 1,2,3,4,5

13 I will remember a bunch of new words with common parts. 1,2,3,4,5

14 I often perform a word to help memorize. 1,2,3,4,5

15 I put together words that sound similar. 1,2,3,4,5

16 I analyze word prefixes, roots and suffixes to help memorize. 1,2,3,4,5

17 I'm trying to build a semantic web in my head and group words by meaning. 1,2,3,4,5

18 I remember the specific situation when the new word appeared with the word itself. 1,2,3,4,5

19 I read a lot to be able to use the new words I have remembered. 1,2,3,4,5

20 I know which words are the focus of my study. 1,2,3,4,5

21 I won’t go if the teacher doesn’t ask. 1,2,3,4,5

22 I will use common sense and general knowledge to guess the meaning of a word. 1,2,3,4,5

23 I judge the meaning of a new word based on the example provided by the context. 1,2,3,4,5

24 I want to confirm the meaning of my guess and look up the dictionary. 1,2,3,4,5

25 When I want to learn more about a known word, I look it up in the dictionary. 1,2,3,4,5

26 I check the root of a word when it has a prefix and a suffix. 1,2,3,4,5

27 I take notes when I am interested in the vocabulary I am looking for. 1,2,3,4,5

28 When taking notes, I will note the collocation of words. 1,2,3,4,5

29 I will keep my new words notebook. 1,2,3,4,5

30 Repeat the pronunciation of a new word to remember the word. 1,2,3,4,5

31 I recite words letter by letter 1,2,3,4,5

32 When I remember the s words with same part, I can link to similar words 1,2,3,4,5

33 When I remember words, I created a picture in my mind to help me remember 1,2,3,4,5

34 I will remember words with similar spellings 1,2,3,4,5

35 I intend to learn word formation to remember more new words 1,2,3,4,5

36 When I meet a new word, I wonder if I know the synonyms and antonyms of the word 1,2,3,4,5

37 When I remember a word, I remember it in one sentence 1,2,3,4,5

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(2) Two pieces of reading comprehension, 20 items of word selection and 20 items of cloze tests are selected from the CET-6 simulation test questions as pre-test and post-test tools of English vocabulary proficiency (60 scores in total).

Experimental flow

Firstly, the subjects receive a questionnaire survey on vocabulary learning strategies and a pre-test on vocabulary proficiency. Then the subjects are divided into experimental group and control group for one semester of vocabulary teaching practice. Finally, the subjects receive a learning strategy questionnaire survey and vocabulary proficiency pre-test again. The statistical results are recorded by mathematical statistics software for further analysis.

Experimental analysis

Cognitive psychological changes of vocabulary

Table 3 shows the statistics of the results of the students in the experimental class who answered the questionnaire in Table 2 in the pre-test and post-pre-test of the experiment.

From the results of the questionnaire survey, we can see that the experimental class fails to pay enough attention to the key steps such as "selective attention" and "application" in the vocabulary cognition process before the teaching activities began, without sufficient application of learning strategies in these links.

With insufficient vocabulary cognitive

processing, most students choose to look up dictionaries, take notes and other measures to assist vocabulary memory, but they do not make enough efforts in the depth processing of vocabulary such as "repetition, visual repetition, and association" and others to strengthen

memory. The experimental class has

psychologically changed significantly in the process of vocabulary acquisition after the teaching activities, and the students' recognition

of "selective attention, association and

application" has improved. The statistical results of the questionnaire survey before and after the overall teaching experiment show that the experimental class has more abundant learning strategies through one semester of vocabulary teaching based on cognitive psychology, and the psychology in the process of vocabulary cognition is more in line with the needs of the

the vocabulary cognitive ability.

Table 3.

Cognitive psychological changes of

test class

Questionnaire variables

Question

number Test

Mean

Choose attention 1,20 Pretest 1.64 Posttest 3.24 Active learning 2,21 Pretest 1.78 Posttest 2.98 Use background

knowledge and chapter information

3,22

Pretest 2.46 Posttest 3.21 Use local language

information 4,23

Pretest 2.55 Posttest 3.19 Look up dictionary for

understanding content

5,24

Pretest 3.44 Posttest 3.67 Look up dictionary for

learning 6,25

Pretest 3.43 Posttest 3.72 Dictionary skills 7,26 Pretest 2.12 Posttest 3.83 Write down meaning 8,27 Pretest 3.41 Posttest 3.89 Note down method 9,28 Pretest 3.45 Posttest 4.06 Use the glossary 10,29 Pretest 3.76 Posttest 3.98 Oral repetition 11,30 Pretest 2.26 Posttest 3.78 Visual repetition 12,31 Pretest 2.10 Posttest 3.92 Association of ideas 13,32 Pretest 2.38 Posttest 3.79 Image and Visual

Coding 14,33

Pretest 2.35 Posttest 3.76 Auditory coding 15,34 Pretest 2.45 Posttest 3.89 Use of roots and

affixes 16,35

Pretest 2.63 Posttest 4,12 Meaning coding 17,36 Pretest 2.85 Posttest 3.98 Context encoding 18,37 Pretest 2.47 Posttest 3.67 Application 19,38 Pretest 1.78 Posttest 4.21

Pretest and post-test scores

Table 4.

Pretest and post-test scores

Class Test Number Min Max Mean Std.

Deviation

Test class

Pretest 30 28 45 34 8.1

post

test 30 36 54 45 3.7

Control class

Pretest 30 29 45 35 7.5

post

test 30 31 47 37 7.2

From the data in the table, there is no significant difference between the experimental

COGNITIVE PROCESS OF ENGLISH LEARNERS IN VOCABULARY LEARNING ₈₈₄

of vocabulary level, but the experimental class is significantly higher than the control class in the post-test score of vocabulary level.

CONCLUSIONS

Vocabulary learning is not only a simple vocabulary memory, but also plays a decisive role in the results of vocabulary acquisition. It is of great significance to study the cognitive process of vocabulary learning from the

perspective of cognitive psychology for

improving the level of vocabulary teaching in colleges and universities in China and guiding students to adopt effective vocabulary learning strategies. This paper analyzes the cognitive process of college students in English vocabulary learning in China by combining theory with practice, and puts forward an effective vocabulary teaching modelto reform the teaching classroom. The main contents and conclusions of this paper are as follows:

(1) Based on the theoretical analysis of

vocabulary knowledge and vocabulary

processing, this paper proposes a vocabulary teaching model based on cognitive process.

(2) The vocabulary teaching modelbased on cognitive process is applied to the vocabulary teaching class in colleges and universities to carry out one semester of practical teaching.

(3) The results of teaching practice show that the subjects in the experimental class have improved their vocabulary cognitive ability and learning strategies through teaching practice, and there is a significant difference between the experimental class and the control class in the improvement of vocabulary performance.

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