Cognitive Style and Measures in Reading Strategy Research: SOme Recent Findings  

Oleh:

Flowerdew, John

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 5 no. 2 (1986), page 121 - 130.
Fulltext: 05_02_Flowerdew.pdf (827.06KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/5 Non-tandon: tidak ada Tandon: 1

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Recent interest has been shown in ELT course design in emphasizing process rather than product. This has revived interest in research into the “good language learner,” the aim being to incorporate those learning strategies conducive to good language learning into the curriculum. Widdowson, relating these developments to ESP, has gone further and suggested that ESP course design could be based on the cognitive style of the specific purpose. In this paper, problems of a process approach to English courses for supposedly “convergent” academic disciplines (math, science, etc.) are discussed. The first problem is an apparent conflict between the convergent cognitive styles associated with math, science, and so on and the cognitive style and strategies of the “good language learner,” which mainly seem to be “divergent.” Second, learners of English from the convergent disciplines may need help in developing those divergent skills associated with good language learning. Third, although scientists may be better at convergent thinking, this does not imply that they have no ability or need for divergent strategies in the study of science. Fourth, sociocultural factors may have more influence on cognitive bias than does the study mode associated with the academic discipline of the specific purpose, In conclusion, it is argued that ESP course designers need to undertake task analyses of the intellectual abilities employed in the activities of the specific purpose of their learners, and then relate these to what is known about the intellectual abilities of the good language learner.

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