Investigating teacher’s techniques in the use of Cognitive Learning Theory in Literature Classes The Case of the Department of English at MMUTO
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Date
2022
Authors
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Journal ISSN
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Publisher
Mouloud Mammeri University of Tizi –Ouzou
Abstract
This study investigates teachers’ techniques in the use of the Cognitive Learning Theory in
Literature Classes in the Department of English at Mouloud Mammeri University of Tizi –
Ouzou . It aims to discover to what extent teachers use these techniques while teaching literary
student, and get insights into teachers’ way of implementing cognitive strategies to help learners
to organize and process information as well. This research relies on models of data processing
and its importance in teaching literature, and its application in teaching learning process. The
target population of the research was the teachers of literature. To analyze the data collected, we
used a mixed- methods approach combining both qualitative and quantitative methods. The data
gathered from the open –ended questions of the questionnaire and the classroom observation
were analyzed using the qualitative content analysis, by describing and interpreting the teachers’
answers, while the close-ended questions of the questionnaires were analyzed using quantitative
content analysis. For collecting data (25) questionnaires were distributed to teachers of literature
and (12) classroom observations were conducted. The results of this study revealed that all
teachers of literature use the cognitive strategies in their class in order to facilitate literature to
their learners. Finally, they revealed that students participate and understand their literary text
by the techniques of cognitivism by shifting from remembering to understanding the information
to analyze, evaluate the content and enhance creativity in their learners.
Description
63p. : ill. en coul. ; 30cm.(+CD-Rom)
Keywords
Cognitivism, Information Processing Model, Learning, Literary text, Reading and writing Skills, Teaching Literature
Citation
Foreign Language Didactics