Modarresi-Poor, Z. (2021). The Role of Cognitive Approach in Language Use in Beginner French Undergraduate Students of Hakim Sabzevari University: A Case Study. , 4(1), -. doi: 10.22067/rltf.2022.74978.1036
Zohreh Modarresi-Poor. "The Role of Cognitive Approach in Language Use in Beginner French Undergraduate Students of Hakim Sabzevari University: A Case Study". , 4, 1, 2021, -. doi: 10.22067/rltf.2022.74978.1036
Modarresi-Poor, Z. (2021). 'The Role of Cognitive Approach in Language Use in Beginner French Undergraduate Students of Hakim Sabzevari University: A Case Study', , 4(1), pp. -. doi: 10.22067/rltf.2022.74978.1036
Modarresi-Poor, Z. The Role of Cognitive Approach in Language Use in Beginner French Undergraduate Students of Hakim Sabzevari University: A Case Study. , 2021; 4(1): -. doi: 10.22067/rltf.2022.74978.1036
The Role of Cognitive Approach in Language Use in Beginner French Undergraduate Students of Hakim Sabzevari University: A Case Study
MA French Student- Department of French Language- Hakim Sabzevari University
Abstract
Abstract
One of the key principles of success in language teaching/learning is to improve the required skills for better individual or collective performance during this process and to make it easier for learners to use the language. Therefore, the purpose of language use in this article is a set of language rules that beginner undergraduate students follow in a general and acceptable way. Learning a language follows such a complex pattern. Second language teaching is a multidimensional process, each of which plays an important role in the proper application of this important issue and affects the quality of an educational program. Consequently, to be more effective and efficient, the process of teaching/learning French must be based on factors such as high and positive motivation for learners, increasing their enjoyment of learning, exercises using new technologies along with the literacy for use, , using intellectual work appropriate to the level of language learners, teaching methods, classroom management methods, and presentation of materials. Based on the theory of “thinking brain” proposed by Kenneth Chastain and by examining the effectiveness of communication skills based on cognitive approach with rules of learning, this article aims to study cognitive styles as well as specific aspects of the teaching/learning process, the effect of these factors on improving the quality of teaching/learning French as a foreign language in the university among undergraduate students in the first semester, and also the ease and speed of language use among students.
