The system of natural language enables members of human species to externalize and exchange thoughts within the social group, and through the intervention of writing system. The human language system has generative power which, according to the Cognitive Architectural Model, rests on its tripartite architecture. In this architecture, there lies language-relevant information in, at least, three specific distinct representational formats: the meaning; the syntax; and the sound structures of words and utterances. In this paper, the Levelt and Reolofs Cognitive Architectural model is examined, and attempts are made to apply it to the learning and teaching of English for Science and Technology (EST). It is discovered that the cognitive machinery of language embodies both production and comprehension which instantiates a continuous internal dialogue between the instructor and the learner. It equally recognises that the Model significantly factors in and showcases a feedforward process and a spreading-activation of principles of lemma retrieval in speaking which are well-established in Stimulus-Response Approach thus giving room for Feedback. This paper, however, criticises the theory of isolating speaking single words as emphasized by the model without references to explicit explanations and integration of other language skills such as listening, reading and writing, and predicts that such practice is bound to fail in pedagogical situations. The paper recommends, among others, that the Model should incorporate continued discourse in order to meet the English language requirements of learners of science and technology. To successfully apply the Model, the paper also recommends the use of inquiry teaching and learning approach and concept-mapping strategy simultaneously.
|Keywords:||Externalize, Intervention, Structures, Utterances, Production, Comprehension, Discourse, Concept-Mapping|
Ag. Director, Centre for Entrepreneurship Development, Adekunle Ajasin University, Akungba Akoko, Ondo, Nigeria
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