COGNITIVE APPROACH TO FORMING LEXICAL SKILLS AT THE UPPER SECONDARY LEVEL OF FOREIGN LANGUAGE TEACHING: DISTINCTIVE FEATURES AND PEDAGOGICAL IMPLICATIONS
Authors/Creators
Description
This article examines the distinctive features of the cognitive
approach to forming lexical skills at the upper secondary level of foreign language
teaching. Drawing on established theories in cognitive linguistics, second language
acquisition, and pedagogical psychology, the paper analyses how mental schema
formation, semantic mapping, contextual inference, and metacognitive regulation
function as core mechanisms in vocabulary development for advanced learners. The
article further discusses practical classroom strategies that align with cognitive
principles and evaluates the pedagogical implications of adopting this approach in
upper secondary English as a Foreign Language (EFL) contexts. The findings
suggest that a cognitively oriented lexical curriculum significantly enhances depth
of word knowledge, retention, and productive use of vocabulary.
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Additional details
Dates
- Issued
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2026-06-12
References
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