All the way up?, all the way down?: from cognitive science to cognitive curriculum; What about the affective component? / ?Todo el camino hasta arriba?, ?todo el camino hasta abajo?: desde la ciencia cognitiva hasta el curr?culo cognitivo; ?Qu? pasa con el componente afectivo?

This article is directed to English language teachers and / or students of teaching? English as a Foreign/Second? Language (EFL) (ESL) mainly, but readers from other disciplines are welcome aboard.? Its purpose is to present an overview of cognitive science in relation to language teaching and learn...

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Main Author: Montes de Oca Rodr?guez, Ra?l
Format: Artículo
Language: Inglés
Published: Universidad de Costa Rica 2011
Subjects:
Online Access: http://revistas.ucr.ac.cr/index.php/aie/article/view/9051
Summary: This article is directed to English language teachers and / or students of teaching? English as a Foreign/Second? Language (EFL) (ESL) mainly, but readers from other disciplines are welcome aboard.? Its purpose is to present an overview of cognitive science in relation to language teaching and learning.? Areas like cognitive psychology, cognitive teaching and learning, and second language acquisition are explored? as part of the panorama that is portrayed.? The objectives are to briefly? delineate some visible historic points and remarkable features of cognitive science, and to relate these characteristics? to today`s language teaching and learning trends. The author?s proposal involves taking into account two areas? in ESL/EFL simultaneously: the cognitive and the affective, since the latter seems to be overlooked nowadays and more emphasis is being given to cognitive elements like learning strategies.? In the conclusion, the author insists on giving the development of eventual school or high school programs on self- esteem the same status as the designing of future learning strategies programs or the teaching /? training of learning strategies in relation to subjects like English.?Este art?culo est? dirigido a profesores de ingl?s y estudiantes de ense?anza del ingl?s como lengua extranjera o como segundo idioma (EFL) (ESL) principalmente, pero lectores de otras disciplinas son bienvenidos. El prop?sito del art?culo es presentar una panor?mica general de la ciencia cognoscitiva en relaci?n con la ense?anza y aprendizaje de un idioma. ?reas como la psicolog?a cognitiva, la ense?anza y el aprendizaje cognitivos, y la adquisici?n de un segundo idioma se incluyen como parte de lo que se quiere dar a conocer. Los objetivos son el delinear someramente algunos puntos visibles e importantes de la ciencia cognitiva y relacionarlos con las caracter?sticas de las tendencias en cuanto a ense?anza y aprendizaje de un idioma hoy en d?a. El autor propone tomar en cuenta dos ?reas de ESL/EFL simult?neamente: la cognitiva y la afectiva, ya que esta ?ltima pareciera haberse dejado de lado ?ltimamente, d?ndosele m?s ?nfasis a elementos cognitivos como las estrategias de aprendizaje. En la conclusi?n, el autor insiste en dar el mismo status al desarrollo eventual de ambos programas: a los del desarrollo de la autoestima y los de estrategias de aprendizaje que eventualmente se puedan estar dise?ando tanto en escuelas como en colegios.