The essence and components of the cognitive-communicative approach to the teaching of a foreign language
Abstract
The cognitive-communicative
approach owes its formation and development
to the generalizing humanistic approach to the
teaching of foreign languages. The main point of
humanistic approach is the complex orientation
towards the personality of a student. The
humanistic direction in psychology, linguistics
and didactics led to the appearance of the
communicative and cognitive approaches. When
we use the cognitive- communicative approach
to the teaching of a foreign language a student
becomes an active participant of a foreign
language teaching process. The cognitive aspect
must be included into communicative one and it
must be submitted to it
approach owes its formation and development
to the generalizing humanistic approach to the
teaching of foreign languages. The main point of
humanistic approach is the complex orientation
towards the personality of a student. The
humanistic direction in psychology, linguistics
and didactics led to the appearance of the
communicative and cognitive approaches. When
we use the cognitive- communicative approach
to the teaching of a foreign language a student
becomes an active participant of a foreign
language teaching process. The cognitive aspect
must be included into communicative one and it
must be submitted to it
About the Author
Татьяна Юсупова
Московский государственный областной гуманитарный институт
Russian Federation
Russian Federation
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