INTEGRATION OF COGNITIVE AND COMMUNICATIVE APPROACHES IN THE PROCESS OF TEACHING ENGLISH

.Zh. Ainysheva1, D.S. Ryspaeva2, N.F. Nemchenko3, A.T. Duisenbina4
1Master student, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: ainysheva1@gmail.com
2Candidate of Philological Sciences, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: goldensunrise@mail.ru
3Candidate of Philological Sciences, Associate Professor, Academy Professor, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: nnemchenko@inbox.ru
4Candidate of Philological Sciences, Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan, e-mail: duisenbina_a@mail.ru

INTEGRATION OF COGNITIVE AND COMMUNICATIVE APPROACHES IN THE PROCESS OF TEACHING ENGLISH

The article considers the problem of realization of the cognitive and communicative approach in language education. The concept of a cognitive and communicative approach in the language education of students, which is based on the integration of cognitive and communicative approaches, has been given. In linguodidactics, the emphasis was primarily on language and communication aspects, but with the development of cognitive science, the priority of the communicative approach has been replaced by a cognitive and communicative approach in recent decades. In teaching languages, the problem of revealing the connection between communicative and cognitive approaches to the organization of linguistic education became relevant because essential characteristics of the cognitive process are predetermined by the integrative study of language as a means of learning, cognition and as a means of communication. This relationship of cognitive and communicative aspects in linguodidactics is based on the integration of the two main functions of the human language: communicative and cognitive.
Keywords: cognitive and communicative approach, language education, methodology, didactics

INTRODUCTION

The necessity to integrate cognitive and communicative approaches and apply them in teaching university students the English language is an important issue that occupies the minds of many methodologists.
The cognitive-linguocultural methodology as a universal conceptual basis for multilingual and multicultural education was developed at the Kazakh Ablai Khan University of International Relations and World Languages by S.S. Kunanbaeva [1]. In her theory the scholar offers a complex of methodological principles as the fundamental provisions in language education with the cognitive principle being defined as the leading one. The language education, based on the cognitive principle, is carried out through the thought process, when a correlation of knowledge with existing cognitive concepts is interrelated.

MAIN PART

Mastering of languages is based on the application of successive systems in cognitive strategies. This happens through the use of a set of cognitive techniques, such as metacognitive, cognitive and social. Talking about various areas of professional activity, according to E.I. Golovanova [2], they are considered as special cognitive-communicative systems. The base of each system is a complex of significant concepts, categories, and subcategories.
O.A. Skriabina tries to answer the question, what cognitive skills provide the internal processes of successful movement of thought to the word [3]. Another problem is the implementation of the communicative intention of the writer and whether it is important in the creation of the text. O.A. Skryabina determines that in writing a whole range of cognitive skills relate to inner speech and it is important: to set a goal and plan its achievement using imagination, forming and formulating a thought, choosing a language form and orthographic spellings and punctuation for its adequate graphic design. Further it is also critical to anticipate the choice of writing and prepare for it; to stop on «thinking», relying on reflection. The following stage should be choosing consciously the necessary forms and using rational-logical thinking, or intuition, relying on the «sense of language» in activating long-term memory and operational memory in correct spelling. The final stage might be to control the image of the result with the real incarnation and to correct and edit the message created by the course in the written paper, combining verbal self-control with spelling control. These skills are formed in written speech as activities based on cognitive mechanisms: goal setting, planning, preliminary assessment, choice and control [3].
Before considering these skills some mention should be made on the practical material to teach the skills and the teaching techniques as such. In some of her works, Kulgildinova attempts to consider the integration of cognitive and communicative approaches in textual activity [4]. The functions of each of the approaches should be defined as well as the aspects that unite them. The communicative approach in teaching English using textual activity is understood as the orientation of learning on the semantic perception of formation a text by students. Understanding a text while reading and learning linguistic material, to construct speech utterances is important to aim at the final result in the text discussion. The cognitive approach as a learning procedure for isolating semantic support is directed at processing the information contained while producing speech is sufficient to perceive the meaning of the text at a deeper level, using keywords and activating basic knowledge in the form of situational models: So, we might deal with extra linguistic factors of speech activity as important elements outlining the language design of speech. The cognitive approach is realized mainly in the classroom and is aimed at determining how students receive information about reality, the way they decode it, conduct comparisons, make the necessary decisions, or resolve problems that arise in the process of reading and interpreting the text. In this respect, communication strategies are aimed at making the cognitive information from the text using communication tools.
In order to manage reading comprehension process it is necessary for the trainee to work on updating and identifying relevant knowledge and ideas about the information embedded in the text. Communicative attitudes, which students receive immediately before reading the text, make the process of thinking purposeful; help to predict the topic or idea of the text. Many methodologists attach special importance to cognitive strategies of comprehending the names of topics that often have great informative value. The cognitive communicative approach to textual activity is determined by three types of communicative needs — contact-setting, information and impact, and also with three aspects of cognition that are viewed in the process of perception, cognition, and presentation. The activity of the teacher and students in information processing is expressed in the cognitive strategy of the lesson, which allows the teacher to mobilize the necessary amount of local and global information in order to implement a dialogical strategy for its interpretation, taking into account the following moments of the discursive organization of the text:
— the general composition of the text, which requires the student to identify the author’s techniques for promoting the most important information and creating a background;
— the unity of the text, which is denoted by the terms “cohesion” and “coherence”.
It is the teaching of foreign languages (in common with the teaching of the national language) that acts as an effective means of developing the communicative abilities of trainees, preparing them for interpersonal and intercultural interaction/cooperation, both within their own country and at the international level. It develops value orientations, including, on the basis of the involving students in the dialogue of cultures, contributing to the formation of a person of culture, striving for self-development and self-realization, which can avoid and overcome conflicts. The main objective of modern foreign language education is not only the formation of effective communication skills, but also the social and personal development of students — the development of independent critical thinking, the culture of cognition and mental work among the students, the training in self-education skills, associated with the search for information and its processing and implying the variability of the approaches used to implement the learning process. The implementation of innovative approaches to teaching a foreign language today should be seen as a way of innovative transformation of modern pedagogical reality and the educational environment by a teacher. It is the teacher who designs and implements various forms of the organization of the learning process in general and the learning sessions as its individual elements. The teacher may use a variety of methods, forms, means, and technologies, ensuring the gradual movement of the students thought along the path of cognition and creating a varied educational environment.
It should be noted that the traditional methods of teaching a foreign language at school imply the assimilation of knowledge in artificial situations so that the student does not have the opportunity to see the connection of the studied subject with his life or to correlate it with his future. In this regard, in recent years, the modernization of scientific approaches to the teaching of a foreign language in schools has been aimed at the direction of a cultural dialogue. The transformation of scientific approaches to teaching a foreign language is taking place today under the influence of research in the basic for the methodological science of foreign language teaching. The main combination of directions which determined the emergence of a cognitive-communicative approach is psychology and linguistics. New trends and technologies in methodology are based on the interdisciplinary and multidimensionality of educational content and there appeared new scientific terms. The cognitive-communicative approach is considered as a modification of the cognitive approach with the addition of its communication component.
The cognitive aspect must be included in the communicative methodological approach, subordinated to it, and at the same time it is important to have a scientific basis for this. It is necessary to find analogies facilitating the assimilation, or, on the contrary, to reveal the differences in order to avoid mixing the terms. The present research is conducted according to the point of view that there is a certain interrelation of communicative and cognitive components in learning. The derivation of the concept of «cognitive» in the name of the approach to the first place is due to the historical primacy of its appearance and the basis of personal-individual and socially-personal characteristics of the students in choosing the methodological tools and approaches to learning. The cognitive-communicative approach to learning is, on the one hand, the theoretical justification of the communicative methodology for teaching foreign languages, that is, the solution of such methodological issues as selection, organization, the sequence of studying linguistic and speech material and the ways of presenting and training it, taking into account the communication needs of students of a certain age and educational conditions. On the other hand, cognitive positions ensure the conscious assimilation of knowledge and information of linguistic, cultural and aesthetic character, satisfying and developing the cognitive interests and requests of a student developing personality learning English. In this regard, the student becomes an active participant in the process of foreign-language learning and socialization and not simply an object of the teaching activity of the teacher.
Thus, the most important component of integral technology is a hypertextual representation of knowledge, intended for mastering a linguistic material, which is aimed at teaching the understanding of the text of learning, hence, conscious remembering of the information obtained
[4]. In the mainstream of this approach, the theoretical basis is the position about the activity nature of language, according to which language is viewed as a cognitive process carried out in communicative activity and provided with special cognitive structures and mechanisms in the human brain [5]. A cognitive approach is understood as the solution to traditional problems of linguodidactics by methods that take cognitive aspects into account, which include the processes of perception, thinking, cognition, explanation, and understanding.
At the English lessons the main important parameters of communication are modeled, including:
— creating a discussion-oriented situation;
— ability to predict the possible course of the discussion and determine your own strategy of argumentative speech behavior;
— making possible alternative judgments on the main staging question and determining the course of counter-arguments;
— ability to build his speech on the basis of a demonstrative discourse, suggesting the removal of the majority of different points of view;
— ability to choose the logic of constructing his speech and tactics of his speech behavior on the basis of taking into account the nature of the interlocutors;
— ability to use metacommunication influencing tools to create a background for supporting your point of view;
— ability to get in touch with the audience.
The language picture of the world, according to I.P. Susov, is built on the cognitive structures that have undergone language processing that provide the student with orientation in the environment, as well as control his behavior. A communicative-pragmatic space is created around the trainee, whose functions in describing the surrounding reality include: a) the interpretation of the information received; b) the «new» subjective reflection of the world (Susov 1985). For the formation of cognitive abilities, which include the construction of images and the logical conclusion on their basis, the acquisition of new knowledge, drawing on the available information, drawing up and implementing plans (Demyankov 1994), it is very important to introduce a cognitivecommunicative approach, which is the key to solving questions related to the analysis of cognitive processes. The cognitive-communicative approach as a scientific paradigm is defined as a linguodidactical complex of methods and technologies associated with the use of language as an instrument of cognition of another linguoculture based on the application of cognitivelinguocultural complexes, including the sphere and the situation of communication, determine which conditions must be modeled in the educational process for their integration (Sharandin 2015) [6].
Recognizing the effectiveness of the cognitive-communicative approach allows to successfully implementing the strategy and tactics of communication, taking into account the situation and offering cognitive strategies of language education. Cognitive strategies for the formation of pedagogical discourse are represented by the following stages: general (global) understanding — modeling of personal understanding — interpretative understanding — critical thinking, relevant for interaction based on professional discourse, and cognitive resources of communication subjects that correlate with a personal phenomenon (Niyazova 2017) [7]. Students in the learning process should receive «an idea of both new ideas that have already been implemented in the practice of advanced teachers or in experimental scientific research, as well as the prospects for the development of methodology, to determine their attitude to individual methodological provisions and specific recommendations, and then on the basis of developed point of view to outline ways to improve their own practice of language education.
Among the most common cognitive strategies for the formation of scientific and pedagogical discourse, traditionally scholars distinguish strategies that include 4 types of its understanding. 1. General (global) understanding, it is expressed in the form of a common perception, which is provided by a generalized comprehension of the topic, the ability to create an analytical reference on a topic. At this stage, students’ verbal behavior is modeled on a frame basis. The frame of the situation-thematic formation of scientific and pedagogical discourse covers a range of problems related to the topic. Students build conceptual clusters from associations caused by this problem. An important point in this approach is the acquisition of meaningful knowledge. For example, students are required to be able to analyze a textbook, to determine which content exercise corresponds to one or other conceptual frames. Thus, knowledge of the theory becomes a tool for solving practical problems, because, in order to draw a lesson, one must be able to creatively apply knowledge and systematize what has been learned. Analysis of the textbook assumes a support not only for scientific knowledge but also methodological, taking into account the requirements for the level of students of a certain class.
At the next stage, students’ process information related to the drawing up of the lesson plan. Through the active transformation of concepts and their inclusion in professional personal baggage, the second type of understanding is created — personal, which refers to the perception that links information with personal experience. During the discussion, students comment on the different options for the lesson, on a conventional basis (rules, norms, training standard), exchange opinions and conceptualize the information in the learning process.
The interpretational understanding is a cognitive strategy of discourse formation, based on the discussion of implied connections and ideas in different linguistic phenomena. The narrative frame creates a unified framework for scientific and pedagogical discourse, which aims to reflect the communicative strategy in the process of speech interaction. The interpretational understanding requires students to be able to materialize speech behavior, presented in a single text of dialogue in the form of a dialogue. And, finally, critical understanding as a cognitive strategy for the formation of a scientific and pedagogical discourse assumes a critical assessment of the possible and already obtained results in order to improve the process of activity and its product. The result of this type of comprehension should be a written work that reveals the semantic-pragmatic content of the topic. Students are required to use the language tools to express the objective meaning of the utterance, its illocutionary aspect, which includes the appropriateness of the tasks, functions, and content of the thematic-textual unity. Thus, the four types of comprehension of material considered by us teach students information and speech impact, provide reasoning for the reliability of information, improve their own practice of teaching and form a scientific and pedagogical discourse. In general, when the scientific and pedagogical discourse is being formed, one can agree with the opinion of
T.N. Astafurova ǀ6ǀwho believes that cognitive strategies are mental strategies that involve planning, control, and evaluation of knowledge since the reflexive strategy as an evaluation strategy of the result of training is very important.

CONCLUSION

Thus, the cognitive-communicative approach as a paradigm of language education is based on the fact that cognitive orientation of language learning, carried out in communicative activities that stimulate their speech initiative, that is, cognitive activity, including the processes of perception, categorization, and conceptualization of objects, is closely related to communicative aspects of the language education. The cognitive-communicative approach in linguistic education forms cognitive-communicative competence through the construction and understanding of utterances, their perception from the point of view of the speaker and the listener, the psychological processes accompanying the speech situation.

REFERENCES
1 Astafurova T.N. Strategies of communicative behavior in professionally significant situations of intercultural communication (linguistic and didactic aspects): dis. Dr. of Philology. M., 1997
2 Galperin, I. (2006). Text the as an object of the linguistic research. Moscow: KomKniga.
3 Golovanov, E. (2004, 33). Linguistic interpretation of the term: cognitive-communicative approach. News of the Ural State University, pp. 18-25.
4 Kondubaeva, M. (2013). The integral technology of teaching philological courses. Almaty.
5. Kulgildinova, T. (2008). On the implementation of the communicative-cognitive approach in pedagogical communication. The Management in Education, 50(3), pp. 102-106.
6 Sharandin, A. (2015, 3). Lexical grammar as an object of cognitive linguistics. Questions of Cognitive Linguistics, pp. 72-79.
7 Niyazova, A. (2017). The communicative and cognitive approach in learning English for students of higher educational institutions. Symbol of Science, 165167.

М.Ж. Айнышева1, Д.С. Рыспаева2, Н.Ф. Немченко3, А.Т. Дуйсенбина4
Ағылшын тілін оқыту үдерісінде когнитивті және коммуникативтік тәсілдерді біріктіру
1,2,3,4 Ш. Уәлиханов атындағы Көкшетау мемлекеттік университеті, Көкшетау, Қазақстан
Мақалада тілдік білім беруде когнитивті-коммуникативтік тәсілді жүзеге асыру мәселесі қарастырылады. Студенттердің тілдік білім берудегі когнитивтікоммуникативтік көзқарас түсінігі берілген, ол когнитивті және коммуникативтік тәсілдерді біріктіруге негізделген. Лингводидактикада ең алдымен тілдік және коммуникативтік аспектілерге баса назар аударылды, бірақ когнитивтік ғылымның дамуымен соңғы онжылдықта коммуникативтік тәсілдің орнына когнитивтікоммуникативтік тәсіл келді. Тілдерді оқытуда тілдік білім беруді ұйымдастыруға коммуникативтік және когнитивті тәсілдердің байланысын анықтау мәселесі өзекті болып отыр, өйткені танымдық үрдістің мәні оқыту, тану құралы ретінде және коммуникация құралы ретінде тілді интегративті зерделеумен алдын ала анықталады. Лингводидактикадағы когнитивтік және коммуникативтік аспектілердің бұл өзара байланысы келесіге негізделген: адам тілінің екі негізгі функциясының интеграциясы:
коммуникативтік және когнитивті.

М.Ж. Айнышева1, Д.С. Рыспаева2, Н.Ф. Немченко3, А.Т. Дуйсенбина4
Интеграция когнитивного и коммуникативного подходов в процессе обучения английскому языку
1,2,3,4Кокшетауский государственный университет им Ш. Уалиханова,
г. Кокшетау, Казахстан
В статье рассматривается проблема реализации когнитивно-коммуникативного подхода в языковом образовании. Дано понятие когнитивно-коммуникативного подхода в языковом образовании студентов, который основан на интеграции когнитивного и коммуникативного подходов. В лингводидактике акцент делался в первую очередь на языковые и коммуникативные аспекты, но с развитием когнитивной науки приоритет в последние десятилетия на смену коммуникативному подходу пришел когнитивнокоммуникативный подход. В преподавании языков проблема выявления связи коммуникативного и когнитивного подходов к организации языкового образования стала актуальной, поскольку сущностные характеристики познавательного процесса предопределяются интегративным изучением языка как средства обучения, познания и как средства коммуникации. Эта взаимосвязь когнитивных и коммуникативных аспектов в лингводидактике основана на следующем: интеграция двух основных функций человеческого языка: коммуникативной и когнитивной.

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