THE ROLE OF COGNITIVE LANGUAGE DEVELOPMENT IN TEACHING ENGLISH AS A SLA

Kamilya Karabayeva1*, Assel Chaklikova2
1Dr, Kazakh University of International Relations and World Languages, Kazakhstan, kamilya0705@mail.ru
2Prof., Kazakh University of International Relations and World Languages, Kazakhstan, qweras@inbox.ru
*Corresponding Author

Abstract

We as human beings are exposed to a certain language from childhood. This determines our cultural, national or ethnic identity. The way we acquire language is different because we are different in nature. Nevertheless, language is a special tool that makes people unique in using it as a mean of communicating with each other.

Obviously, we as human beings are genetically programmed to acquire any language in the world - even though this language may be fundamentally difficult - if we are exposed to it from our early years. But if something goes wrong in the cognitive process of language acquisition, a person risks losing their speaking skills for the rest of their life. This is still an issue debated by linguists and is a part of dynamically developed language research study. As a matter of fact, educated teachers of English as an SLA should be aware of such changes in linguistics and may apply their knowledge in their practice to make their students knowledgeable, and to remain motivated in whichever profession they then choose.

Keywords: language, cognitive process, research, linguists, teachers, communication.

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CITATION: Abstracts & Proceedings of INTCESS 2019- 6th International Conference on Education and Social Sciences, 4-6 February 2019- Dubai, UAE

ISBN: 978-605-82433-5-4