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8COGNITIVE ACTIVITIES IN TEACHING FOREIGN LANGUAGES
BAKYTZHANOVA ASSEM IGILIKKYZY
Master's degree student, faculty of multilingual education, Kh.Dosmukhamedov Atyrau University Scientific advisor: G.N.Kismetova Atyrau, Kazakhstan
Abstract: The article examines the concept of "cognitive activity" as a significant obstacle for current English teachers, as well as methods for developing cognitive activity through the use of a foreign language. It also investigates the fundamental principles of cognitive activity, evaluates the work of scientists in this field, and focuses on the function of motivation in cognitive activity. Furthermore, the importance of motivation in effective cognitive activity is highlighted, which aids in stimulating and maintaining students' enthusiasm in learning a language. The next sections describe various methods and strategies based on cognitive principles, such as PBL, projects, games, and role-playing. It considers the function of modern technology in increasing cognitive performance and makes practical recommendations to both teachers and learners. The conclusion summarizes the findings and emphasizes the significance of incorporating cognitive activity into the process of teaching a foreign language.
Key words: foreign language teaching, cognitive activity, teaching methods, strategies, motivation.
In the contemporary world, the study of foreign languages has become an integral part of personal and professional development. In modern English courses, students improve not only listening, speaking, reading, and writing skills, but also personal growth, which is facilitated by the instructional potential of the learning content. The third generation standards specify the aims of teaching English that must be met in the classroom and through extracurricular activities. These include, among other things, the development of foreign language communicative ability; student personality, which is carried out using a student-centered manner; and universal educational acts [8]. Cognitive activity plays a pivotal role in this process as it enables students not only to acquire a new language but also to gain a deeper understanding of the culture, customs, and way of life of the country where the language is official or widely used. Introduction to cognitive activity in foreign language learning opens up a world of new knowledge for learners, broadens their horizons, and fosters the development of critical thinking. In this introduction, we will examine the significance of cognitive activity in the process of mastering a foreign language and its impact on the formation of language skills and cultural competence.
According to educational experience, students often exhibit a high degree of cognitive activity during the early stages of instruction. The novelty of the subject, the personality of the teacher, and the attractiveness and simplicity of the knowledge obtained do not fail to captivate students. In the future, the teacher's responsibility is to strive to keep students' long-term interest in the subject while constantly developing teaching technologies. [1].
G.I. Shchukina categorizes cognitive activity into 3 levels:
1. "reproductive - imitative action," characterized by the absorption of previous forms, samples, and templates through observation of another's activity. The requirement for this level may be the student's desire to understand a new phenomenon.
2. "search-and-executive activity": the student finds challenges and must independently find ways to solve them; the student demonstrates strong-willed qualities in order to reach the desired outcome;
3. "creative activity" indicates the highest level, as the student is able to independently pose issues and solve them, sometimes via non-standard, previously unknown paths. Achieving this level of activity demonstrates substantial progress in personality development, "evidence of the significant
strength of his internal processes, self-regulation, and self-organization, since prior levels of activity... were enriched by experience" [2]
The basic principles of cognitive activity in foreign language teaching are based on research and active student participation in the learning process.
The research approach assumes that students do not simply receive ready-made information, but actively explore the language, its structure, and features of use in different contexts. They pose questions, seek answers, analyze linguistic phenomena, and devise their own methods of mastering them. This method encourages the development of independent work skills, critical thinking, and an innovative approach to language learning.
Actively involving students in the learning process entails creating situations in which they can put their acquired knowledge into practice. This could include discussing topics, playing role-playing games, finishing projects, and so on. Such activities stimulate students' intellectual activity, allowing them to not only master the language but also learn how to use it in a variety of real-world situations. Furthermore, active participation promotes communication skills and confidence in using a foreign language.
Motivation plays an extremely important role in cognitive activity, particularly when learning a foreign language. Motivation is an important factor in determining the effectiveness of learning and the extent to which learning objectives are met.
Motivation influences the effectiveness of language learning in a variety of ways. First, high motivation aids in the acquisition and memorization of language material. When a student experiences internal or external pressure to master a language, he becomes more focused and diligent in his learning efforts. Second, motivation encourages students to overcome the difficulties that come with the learning process. When learning objectives are clearly defined and important to the student, he or she is more willing to overcome obstacles and continue to move.
It is vital to emphasize that creative lessons have a good impact on the development and construction of student's psyches, intellectual potential, and student capabilities; creativity shapes students' aesthetic interests, as well as professional skills and abilities.
To promote cognitive activity, the following conditions must be considered when modeling a lesson:
• Competently formulate the lesson goals.
• Determine the lesson's content based on the program's criteria.
• Predict the outcome of the lesson.
• Create student involvement in the lesson.
• Ensure the variability and diversity of the material under study.
• Consider the concept of feasibility.
The textbook is the primary teaching instrument, and audiovisual supplements not only implement the didactic principle of clarity by connecting the links in the lesson chain, but they also save time in the educational process. The preceding is consistent with the idea of determinism, which embodies "awareness of all sorts of communication at all levels" [3].
A variety of tactics can be employed to boost motivation while studying a foreign language. First, it is critical to provide a pleasant classroom or learning environment in which students feel supported and valued by the teacher and other learners. Second, individual student interests and requirements must be considered in order to give relevant and interesting tasks and materials. Furthermore, it is critical to recognize students for their achievements and progress in language acquisition by establishing a system of awards and motivational activities. It is also critical to recognize the value of creating reasonable and attainable goals that will inspire kids to continue developing and improving their language skills.
At the same time, the more active methods, instructional aids, types of active activities, and so on employed in the lesson, the more effective the cognitive activity development process will be. On the other hand, the amount of competency in a foreign language is determined by the level of cognitive
growth, because the more a student wants to actively master the language creatively, the better the outcome. [4]
Cognitive actvity-based methods and strategies are useful in teaching a foreign language because they stimulate students' brain activity and facilitate deep learning. Some of these approaches and tactics include:
- Problem-based learning: In this method, students are presented with real or imaginary issues to solve using their language skills. This encourages critical thinking and communication skills because students are required to look for information, justify their conclusions, and argue alternative points of view in the language they are learning. Problem-based learning is crucial in foreign language training, as it requires students to solve problems and use their knowledge and skills. It is best to address the student personally, his life experience, and emotional attitudes ("my interests," "my family," "my friends," etc.). [5]
- Game-based techniques and role-playing: Games and role-playing allow students to practice language skills in authentic contexts that mimic real-life social scenarios. They can play characters, solve problems, and communicate with one another in the language of the culture being studied. This not only improves English comprehension, but it also fosters communication and teamwork abilities. Using role-playing games in the classroom allows students to express themselves. When playing, students experiment with what they observe rather than copying it from life. When a student plays, he thinks faster. Game circumstances align speech activity with natural norms, aid in the development of communication skills, and enhance successful acquisition of instructional materials. [6]
- Project activities and creative projects: Projects allow students to put their knowledge and abilities into practice to create something new and unique. This could take the form of a presentation, video, audio recording, written text, and so on. Projects can be tailored to specific topics or areas of the language and culture under study, allowing students to expand their knowledge and show their creativity.
These cognitively based strategies and methods make foreign language learning more engaging, effective, and practical, hence improving students' language skills and cultural competence.
The use of current technologies in cognitive activity is critical in teaching a foreign language, improving the learning experience and making it more interactive and accessible to students. Let's take a look at two critical features of employing technology in this setting.
- Online language learning resources and apps: There are several online resources and mobile apps dedicated to teaching foreign languages. They provide a diverse set of learning resources, including interactive exercises, audio and video materials, games, tests, and much more. Students can use such resources to study the language at their own speed and leisure, while also receiving feedback and error correction. Because of the abundance of internet resources, every student may discover a means to learn a language that meets their requirements and interests.
- Video technology and multimedia materials: The integration of video, audio, and multimedia elements is an effective technique to expand the learning experience and pique students' interest in the language under study. Videos, audio recordings, multimedia presentations, and other visual materials enable students to immerse themselves in real-world language situations, listen to native speakers, observe their gestures and facial expressions, and improve their grasp of pronunciation and intonation. Furthermore, multimedia resources are typically more appealing and engaging for students, which boosts their desire and interest in learning the language.
The use of technology in educational activities not only broadens access to education, but it also improves the learning experience by making it more engaging, effective, and enjoyable for students.
Cognitive activity in school classes functions as an interrelated process, a stable symbiosis, between the student's self-realization and the teacher's efforts in creating the educational space.
One of the primary goals of foreign language lessons should be to increase students' cognitive activity. Stimulating interest in the material during learning is a highly effective way to increase cognitive activity. Cognitive interest boosts brain activity, requiring students to think creatively when addressing prescribed challenges. A skilled foreign language instructor fosters not just cognitive development, but also emotional and social growth.
Here are some practical tips for teachers and students and to improve learning in the classroom and stimulate independent study and research projects:
For teachers:
- Plan engaging lessons that incorporate group discussions, role-playing games, competitive games, and other active learning strategies.
- Use multimedia elements like films, audio recordings, and interactive presentations to help students visualize and engage with course information.
- Encourage diversity in teaching approaches, taking into account the unique requirements and learning styles of each student.
- Encourage kids to ask questions, perform independent research, and share their ideas and perspectives.
- Include activities that encourage students' critical thinking and analytical skills, such as text analysis, ethical discussion, and problem solving.
For learners:
- Actively participate in lessons by asking questions and expressing your opinions and ideas.
- Conduct your own research on issues that interest you, using a variety of sources such as books, articles, and online resources.
- Outside of the classroom, practice the language independently, such as by listening to audio recordings, viewing films and TV shows in the target language, reading books or articles, and conversing with native speakers.
- Create research projects on themes that interest you, perform research, and analyze the results to improve your knowledge and skills in the target language.
- Work with other students, share your experiences and knowledge, complete group projects, and discuss the outcomes together.
Finally, it should be noted that cognitive activity represents students' desire to learn new things, as well as their resolve and constant need to apply various approaches aimed at increasing knowledge and accumulating experience. Theoretical mastery of a foreign language is tough, thus it is often dull, affecting students' learning activities. An increase in cognitive activity happens when students are given the opportunity to autonomously generate ideas and assumptions, by instilling in them an interest in information, and by implementing new procedures within the framework of a well-known method using available technical tools, which ultimately promote cognitive activity. According to M.E. Ryabova, the approach for developing cognitive activity demands "a high degree of freedom, which is formed through indirect management of students' work" [7].
In conclusion, cognitive activity is essential in modern education, particularly while learning a foreign language. It encourages students' cerebral activity while also developing critical thinking, independence, and creative ability. The incorporation of cognitive tasks into foreign language classes enables students to not only master a new language, but also gain a greater understanding of the culture and traditions of the nation where it is spoken. Basic learning principles such as inquiry, active involvement, and intellectual stimulation assist students in discovering their unique learning styles while also developing their language skills and competences. The utilization of current technologies, internet resources, video clips, and multimedia materials enhances and supplements the learning experience, making it more participatory and appealing to students.
Thus, cognitive activity is vital in modern education because it helps students acquire not only language abilities but also the general skills and competences required for successful adaption in the modern world.
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