COGNITIVE INFLUENCES OF LEARNING

Intelligence is an inherent factor in every human being

In general, society relates intelligence to the measurement of linguistic and logical-mathematical skills through intelligence tests, which in some countries serve as a filter for higher education. On the other hand, Garner (1985) states that human beings have certain abilities more developed than others, he identifies 7 abilities or intelligences. Reseach the effect of intelligence on language learning. Genesee 1976; Ekstrand 1977 showed that intelligence could affect some L2 skills (reading, writing) in a formal context. However, these studies do not consider the correlation between intelligence and the communicative part of the L2.

Cognitive factors

Language aptitude

in second language learning.

It is considered a natural ability, and for some researchers it could be a determining factor for the degree of proficiency in second language learning. They have focused on defining the characteristics that make up aptitude, applying tests to identify the correlation between high aptitude and high L2 competence. The first tests focused only on grammatical knowledge (Henmon (1929) and Symonds (1930), as well as aimed at giving continuity to the approach that prevailed at the time. On the other hand, Carrol and Sapon's Modern Language Aptitude Test (MLAT) 1959) and the Language Aptitude Battery (Pimsleur, 1966, 1968). The former identified 4 components in language aptitude, phonemic or phonetic coding; Grammatical sensitivity; Inductive language learning ability; Rote learning ability; the latter focused on analytic ability and auditory ability.

These are the mental processes or strategies that learners employ when learning an L2. For example, intelligence, language learning aptitude, cognitive style, learning strategies.

Learning style

Learning strategies

includes cognitive, affective and psychological behaviors that indicate the characteristics and the way in which the learner perceives and interacts with the learning environment. For Brown (1973) the cognitive style is the combination of affect and cognition and groups them into the following variables:

• Reflective-impulse thinking
• Broad-narrow categorizing
• Skeletonizing-embroidering
• Belief congruence-contradiction

Interference-prone (when L1 interferes with L2 in a negative way).

Oxford and Crookall define them as the steps taken by the learner to aid in the acquisition, storage, and retrieval of information (1989: 404). While Willing (1988) defines learning strategies as the techniques or approaches that learners employ to learn an L2.

Cognitive factors II

Cognitive style

Typology

Refers to the way in which the learner perceives, monitors, conceptualizes, and recalls linguistic information. Cognitive style focuses on the field dependence/Independence duality of psychological domain through the Group Embedded Test (GET) designed to identify how individuals perceive and organize the world. If individuals perform well on the test (figures) they separate essential from non-essential (field-independent). On the other hand, individuals who do not test well (field-dependent) tend to have a holistic view. In language field dependent student tends to learn better when interacting with other speakers. Meanwhile the field-independent one tends to analyze language more naturally than the field-dependent one.

• Cognitive strategies
• Memory strategies
• Compensation strategies
• Metacognitive strategies
• Social strategies

Characteristics of features of language learning strategies. They contribute:

to the main goal communicative competence the learner to be autonomous learners take responsibility for their learning are problem-oriented