Questão FC700157
How did the pedagogical goal of language teaching evolve with the advent of “cognitive-code learning”?
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VUNESP · 2025
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Shifting paradigms in language teaching
Foreign language teaching has long relied on written texts as a source of language input. Until relatively recently, however, the sentence has been the privileged unit of meaning and analysis. The grammar-translation method of the nineteenth and twentieth centuries, for example, illustrated grammatical principles via exemplary sentences. The pedagogical goal was to recode sentences written in the foreign language into one’s mother tongue, with heavy emphasis placed on accuracy and completeness. During the audiolingual era, from the 1940s to the 1960s, the emphasis shifted to spoken language and dialogues were used as language models, but the individual sentence remained the focus of repetition and drills. Again, formal accuracy remained paramount. In the 1960s, with the advent of ‘cognitive-code learning’ theory (following Chomsky’s rejection of behavioristic models of language learning in the late 1950s), teachers’ goals gradually shifted from instilling accurate language habits, to fostering learners’ mental construction of a second language system. Rule learning was reintroduced, but still only at the level of the individual sentence. Indeed, even today, many introductory level foreign language courses are organized around a planned sequence of grammatical structures that are exemplified in sample sentences for intensive practice.
(Richard Kern. Literacy and language teaching)
How did the pedagogical goal of language teaching evolve with the advent of “cognitive-code learning”?
- Shifting from the teaching of grammatical rules to a reliance on implicit, habit-forming repetition and memorization.
- Moving the goal from ensuring complete recoding of foreign language sentences into the mother tongue to emphasizing flawless spoken dialogues.
- Causing teachers’ focus to shift from promoting the internal mental system to ensuring learning based on standardized sequence of texts.
- Changing from focus on formal accuracy in written texts to placing an emphasis on the spontaneous and rapid production of new vocabulary.
- Evolving from imparting habits of language accuracy to emphasizing the learner’s mental construction of a second language system.
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Antes o ensino centrou-se em criar hábitos e em alcançar precisão na produção de frases por meio de repetição e tradução. Com o advento do cognitive-code learning, o objetivo pedagógico mudou: passou-se a valorizar a construção mental do aprendiz de um sistema linguístico interno, ou seja, a capacidade de inferir e organizar regras que regem a língua.
Essa mudança implica ensinar não só formas corretas, mas explicar padrões e estruturas, estimulando análise e reflexão sobre a língua. A ênfase desloca-se da mera reprodução para a compreensão sistemática, permitindo que o aluno generalize conhecimentos para novas situações.
Na prática, exercícios e frases-exemplo continuam úteis, porém com foco em desenvolver a representação mental das regras, não apenas na execução mecânica.
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