Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
Methodology Classification of cognitive strategies
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Pedagogika 1,2021
| Methodology
Classification of cognitive strategies. As the origin of cognition refers to the field of psychology with much focus of thinking about human’s mental cognitive process of organizing and storing of new information in memory, different definitions and classifications based on theoretical and practical research arise on cognitive and metacognitive strategies among researchers who approach this complex aspect from different perspectives over the last decades [3]. The term ‘cognitive strategy’ is described as a person’s cognitive behavior, individual operations and internal mental procedures with specific steps through which a learner undergoes consciously to achieve a cognitive learning goal [4, p.68] associated with problem solution, preparation for a test, text comprehension or a learning task performance. Cognitive strategies entail interaction and direct handling with incoming information mentally (visualizing) or physically (using graphical organizers) implementing a specific individual strategy or multiple sets of strategies aimed at comprehending, problem solving and completing a particular task successfully [5, p.5; 6, p.138]. Therefore, a learner should be taught an extensive set of strategies; their names, definitions with demonstrative situational examples, how, when, where and why to use them, in individual or multiple complex ways because, the real outcome depends on how a learner matches the strategies to the task requirements in an exact and flexible way. For instance, if an expository text requires organizing text structures such as sequence, description, problem and solution, comparison and contrast, learners can use note taking, or graphic organizer strategy as a single strategy to visually represent content, concepts, and interrelationships between them. In order to comprehend the meaning of a narrative text and control his cognitive process a learner may choose multiple cognitive and metacognitive strategies in combination: activating prior knowledge, identifying purpose for reading, predicting and previewing strategies can be used before reading while rereading, making inference or reading between lines, self-questioning, adjusting reading speed, self-monitoring, visualizing, summarizing paragraphs of the text can be employed during reading, whereas summarizing the whole text, paraphrasing the main idea, clarifying questions may be utilized after reading. Another characteristic feature of cognitive strategies suggested by Oxford is that cognitive strategies are the most essential language learning strategies with the help of which learners manipulate and transform the target language through identification, retention, and retrieval of information [7]. Classification of cognitive strategies is presented in Table1. All in all, although cognitive strategies are saturated with multitude of types, they have the same purpose: to facilitate the learning process through complex cognitive procedures for successful accomplishment of specific learning G.A. Rizakhojayeva, N.S. Ibadullayeva 128 № 1(134)/2021 Л.Н. Гумилев атындағы Еуразия ұлттық университетінің ХАБАРШЫСЫ. Педагогика. Психология. Әлеуметтану сериясы ISSN: 2616-6895, eISSN: 2663-2497 tasks. However, it is not possible to become a good strategic learner without synergetic interaction of cognitive strategies with metacognitive ones leading to a self-regulated autonomous learning if used in a regular and flexible way. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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