Women In Shortshorts Images

COGNITIVE INDIVIDUAL DIFFERENCES AND METHODS OF FOREIGN LANGUAGE TEACHING

diferencias The individual cognitive and the Foreign Language Teaching Methodology

Didier Quiroga Tovar

SUMMARY

In this research, the problem of individual cognitive differences, specifically those of: EC (cognitive style) in dimension of dependence and independence Field and MI (multiple intelligences), and its impact on the development and creation of academic activities scheduled by the teacher as well as the awareness that this has on those characteristics. Which takes into account variables such as stage of development of students and the level of foreign language competence attained by them.

PALABRAS CLAVE

Cognición, estilo, dependencia/independencia de campo, inteligencia, metodología de enseñanza.

ABSTRACT

For this research, the problem of the individual cognitive differences is established specifically those referring to: CS (Cognitive Style), on the dimension of field dependence or independence and MI (Multiple intelligences), and the way they have an effect on the development and creation of the teacher’s scheduled academic activities, as well as the degree of consciousness she has about them. This is done by taking into account variables such as the development stage the students are Facing and the Competence in Foreign Language by Attain Them During The research.

For this investigative process took into account the contributions of cognitive science in the field of intelligence and individual preferences in information processing. Therefore, the theory of multiple intelligences of Howard Gardner (1983), which conceives the human quality as a multifaceted process with the ability and expertise that he divides the "intelligence" in this sense, this entity is not considered as linear, but as a combination of specialty in the various tasks facing the individual as well as education and heritage genetics.
Similarly, in the context of cognition, there is talk of Cognitive Style (Allport, 1930), relating to how information is processed by individuals, the type that privilege in this process by using resources offered by the senses in the perception of reality. In this way, there have been various EC, among which the most widely studied is the field dependence and independence, which refers to the incidence of visual field in various aspects of people's lives, not only in orientation, but in others as learning (Witkin and Asch, 1940)
In this research, it emphasizes the role of education in training and stimulating the minds of students by the teacher through the application of methodological and teaching strategies to suit individual cognitive differences of students, specifically in the foreign language classroom. OBJECTIVES



In this research, the main purpose was to determine the cognitive styles and multiple intelligences of students visited the school to obtain their cognitive profile. Similarly, we observed the development of classes in order to identify the methodology used by the teacher, which made it possible to identify levels achievement made by students and analyze the way they responded in the passing of the class.

SAMPLE AND POPULATION

For this research took into account the population of the Royal College of Bogota, located in the Acapulco area 71Bis Street, No. 71-76. The sample chosen was the group of students who are enrolled in tenth grade. This course consists of 20 students, of whom 10 are boys and 10 girls. Aged between 14 and 17. The average age would be 15.5 years. METHODOLOGY



The investigation was made in two stages, which included a diagnosis, which sought to determine the characteristics of the sample, as the cognitive profile and levels of achievement in the academic foreign language, which was made possible by observations and implementation of two tests, one multiple intelligences, and a masked figures to determine the Cognitive Style. Also, interviews were conducted with the teacher to determine their perception of the group, as well as the factors that influenced the elections and teaching methodologies for the development of their classes.
In the second, with the profile of students and the teacher, it was proposed to enhance the academic process through the information in the initial stage.

RESULTS

In the first half, got a lot of information on students, on the intelligence test, average scores were found on the linguistic intelligence, which means that there would be no great difficulty acquiring a second language. In this same test was found the tendency of most students at the intrapersonal aspect, which emerged as the highest intelligence among them, while the lowest was the logical-mathematical. For testing of cognitive styles, most of the students obtained low scores, so the group in general is "more dependent on the field." Finally, the methodology used by the teacher engages several trends, including the traditional and constructivist teaching style, and acknowledges the need to provide examples and activities closely connected with reality to facilitate understanding of the theoretical, or grammatical case.

CONCLUSIONS

In research on this topic it was found that a methodology and a cognitive style does not guarantee success or failure in the learning of individuals, however, was also found, The "field independent", they adapt more easily to the various proposals of the teachers in the implementation of a class. However, it also mentions that dependent individuals prefer some stability in this sense, especially if it is a methodology that includes activities such as discussions, storytelling, group work, etc..
In the sample, we found that the preference for this type of teaching was great, because not only the dominant cognitive style, but the stage of development where they are, which is often put into debate the beliefs and systems of values \u200b\u200blearned in childhood. In general, needed to work together to exploit the potential of students, specifically in areas such as math, science and language itself, because they are perceived by students like very "demanding" and that contain a high level of abstraction in their formulations, reason, for cognitive style, are difficult to understand. However, the latter is not decisive, since one of the characteristics of the EC, is that they remain intact throughout life, so it is possible to orient the perception to perform any task of daily life.