The cognitive approach in foreign language teaching as a motivational tool for students
Currently, it is relevant in the process of teaching a foreign language that cognitive and communicative technologies are actively introduced, since the communicative-oriented lesson involves the formation of a system of certain knowledge, skills and abilities, and provides an opportunity for the student to form specific competencies, namely, language, socio - cultural, discursive, social and strategic. The purpose of this article is to analyze the cognitive approach in teaching a foreign language as a means of enhancing the students’ motivation. The aim determines the following tasks: defining the training approach, identifying usage patterns and the role of the foreign, Soviet and Russian scientists in the development of its principles. The hypothesis of the study is that the cognitive approach used in the classroom provokes a change in the dynamics of the educational process and serves as a motivational tool for students. Realizing this makes the lecturers be prepared for the fact that at the next stage of the classes they will have to change their tactics. However, the knowledge of the laws of the cognitive process gives a sense of self-confidence, allows to model the learning process adequately to the tasks set. Thanks to the cognitive approach to learning a foreign language, it is possible to accumulate and organize theoretical, linguistic and cultural knowledge, and develop students ' cognitive abilities. By combining the communicative and cognitive approaches in the methodology of teaching a foreign language, it is possible to increase the effectiveness of the use of acquired knowledge. The research methods are: analysis of theoretical literature, generalization, systematization, modeling of the pedagogical process. The theoretical significance of the study is that the paper presents a methodology for developing a set of exercises using modern cognitive and communicative technologies. The results of the work can be applied in the development of educational and methodical manuals and programs for teaching foreign languages.