RESEARCH DEVELOPMENT IN ENGLISH LANGUAGE TEACHING

Abstract

In the late 1950s and, increasingly, in 1960s, cognitive models of learning and knowledge acquisition arose. Largely through the pioneer works of Noam Chomsky in linguistics and David Ausubel and others in educational psychology, human learning was perceived as a process of constructing meaning by learners with support of their background experience and learning strategies. Students and teacher s thoughts and emotions became the center of interest within this cognitive model. With emphasis on learning in social contexts such as the collaborative learning, in 1980s and 1990s, researchers studied the cognitive and affective processes.