University Of Cognitive Psychology In The Framework Of Russian Discourse Teaching

It is generally acknowledged that the linguistic study is shifting its focus from the basic language units to the text, giving accounts of language in use, i.e. , the way people use authentic rather than fabricated language. The study of texts bring about significant implications for language teaching. People must take into consideration the real use of language when they begin to design teaching materials, to employ pattern drillings, or to decide on the appropriateness of a given text.The modern cognitive psychology investigates human cognitive process in terms of feeling, sense, memory, thinking, imagination etc, from the viewpoint of information processing. The main goal of such study is to understand the mechanism by which man perceives the universe, receive, memorize, and retrieve information. It also attempts to establish a model of mental processing for learning and thinking in the hope of the application in analogue computer and artificial intelligence. It is self-evident that these studies have much bearing on the present educational reform and development in that educators may know learners better, or teach more effectively, if they find out rules underlying learning and thinking.The thesis presents a brief account of text linguistics and, with the help of recent results in the field of cognitive psychology, argues for its application in Russian text teaching.The thesis comprises four parts:Part One surveys the general developments in linguistics and cognitive psychology, and then points out the significance of research on Russian text teaching involving study object, methodology, and features.Part Two deals with the linguistic and cognitive---psychological basis for Russian text teaching. The related notions in linguistics refer to the concept of text, text types and models, features of texts, etc. In the discussion of cognitive psychology, the paper introduces such ideas as schemata, representation, context, inference and working memory. It also examines correlates in text understanding. Part Three argues that the abovementioned theories can be applied in the processing of texts, which offers a necessary insight for teaching of Russian language.Part Four rounds off the discussion by stating that a teacher should look at the text teaching from micro structure to dynamic interpretation, so that the comprehension progresses with problem solving, and finally bring into full play the role of textual system in language skill training.