Less Load, More Language:
Less Load, More Language:
A Cognitive Approach to LANGUAGE TEACHING
A Cognitive Approach to LANGUAGE TEACHING
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17/01/2023
"Remember what we discussed this last week?"
Ever find yourself repeating this to a classroom of puzzled faces? This frequent scenario in education is deeply rooted in how we, as educational designers, structure and deliver learning content. Our primary goal is to impart knowledge in a way that aligns with learners' cognitive capabilities.
An important aspect to consider in this context is the Ebbinghaus Forgetting Curve, which illustrates the rate at which information is forgotten over time without reinforcement. Introduced by Hermann Ebbinghaus in his seminal work "Memory: A Contribution to Experimental Psychology" (1885/1913), this concept underlines the rapid decline in memory retention of newly learned information, with a significant drop occurring within the first few days. This phenomenon stresses the necessity of revisiting and reinforcing new language skills regularly. Incorporating techniques such as spaced repetition and frequent review sessions in educational materials can greatly mitigate the effects of this forgetting curve, ensuring better long-term retention of language skills (Ebbinghaus, 1885/1913).
Cognitive load theory (Sweller, Ayres, and Kalyuga, 2011) offers a framework for creating educational materials that respect and work within the brain's capacity limits for processing and retaining new information. If we understand and apply these principles, we can avoid overwhelming our learners, thereby enhancing learning efficiency and reducing the need for repeated reminders (Sweller, van Merriënboer, & Paas, 1998).
When creating language learning materials, it's essential to balance linguistic complexity with the learner's cognitive capacity. Considering both the cognitive demands of language tasks and the learner's existing knowledge allows for educational experiences that promote learning (Kalyuga, Ayres, Chandler, & Sweller, 2003).
Visual and multimedia aids also play a crucial role in reducing cognitive load. Incorporating pictures, videos, and infographics alongside textual instructions aids the retention of new vocabulary and grammar, providing contextual clues and aiding mental schema formation (Mayer & Moreno, 2003). These tools, which align with the Cognitive Theory of Multimedia Learning, enrich the learning process by engaging auditory and visual channels (Mayer, 2009).
Chunking information into smaller segments also proves advantageous. For learners, this could involve grouping new vocabulary by theme or deconstructing complex grammar into incremental explanations to prevent cognitive overload (Sweller, van Merriënboer, & Paas, 1998).
Moreover, interactive elements like language games and discussion forums, along with problem-solving tasks, stimulate active language application. These activities compel learners to use their new skills in meaningful ways, reinforcing their language proficiency (Moreno & Mayer, 2007).
To sum up, applying cognitive load theory principles is critical when crafting language learning resources. If we incorporate multimedia, structure information and promote active participation, we aid language learners in efficiently processing and retaining new information. As educational designers, our objective is to create materials that cognitively engage learners, steering them towards linguistic mastery in a manner that's both effective and stimulating (Mayer & Moreno, 2003).
References:
Ebbinghaus, H. (1885/1913). Memory: A Contribution to Experimental Psychology. Annals of Neurosciences.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The Expertise Reversal Effect. Educational Psychologist, 38(1), 23-31.
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. In J. Mestre (Ed.), Learning and Transfer: A Comprehensive Research Review (pp. 145-182).
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