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Cognitive appeal as a criterion in the choice of teaching materials

100%
Janczukowicz K.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2011
|
issue 8
155-166
EN
he paper presents an attempt to provide a criterion for potentially useful materials in second-language teaching. That criterion is “cognitive appeal”, a notion introduced by Ryszard Wenzel in The Education of a Language Teacher, characterising those texts that are attractive for students because of a chance to expand their cognitive structures or owing to an artistic experience. The presence or absence of this feature is analysed on three texts and lessons conducted with their use. The texts are Robert Frost’s “Stopping by woods on a snowy evening”, Alan Seeger’s “I Have a Rendezvous with Death” and Edgar Allan Poe’s “The Raven”. The conclusion of the discussion is that, for a poem to be potentially good teaching material, it should not only provide an opportunity for artistic experience and in this way bear the feature of cognitive appeal but its lexical and structural content should be well adopted to suit the level of English that learners represent.
2

A school performance: A teaching tool or real art?

63%
Janczukowicz K.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2018
|
issue 15/1
89-104
EN
The article addresses the question of whether in using a school performance as a tool in ELT it is possible to achieve true artistic effects through it. It analyses the problem from the point of view of focusing on the value of the outcome rather than just the process of implementing theatre in ELT. The issues are discussed according to Bruner’s criteria (1971) of artistic experience and Wenzel’s conditions (2001) for authenticity in speaking in an ELT classroom. Furthermore, the notion of cognitive appeal is put forward as a key feature in achieving a shift in students’ attitude towards performing, which may in turn result in achieving a truly artistic effect.
PL
Artykuł odnosi się do kwestii wykorzystania przedstawienia szkolnego w nauczaniu języka angielskiego i czy dzięki niemu można osiągnąć prawdziwie artystyczny efekt. Omawia ten problem z punktu widzenia skupiania się na wartości efektu końcowego a nie na samym procesie wdrażania teatru jako narzędzia. Kwestie te są omawiane w odniesieniu do kryteriów przeżycia artystycznego Brunera (1971) oraz do warunków autentyczności mówienia w nauczaniu języka angielskiego przedstawionych przez Wenzla (2001). Po-nadto jako kryterium kluczowe przedstawione jest pojęcie apelatora poznawczego. Pojawienie się jego właśnie może skutkować zmianą nastawienia uczniów do wystawianej sztuki, a co za tym idzie dzięki niemu można osiągnąć efekt naprawdę artystyczny.
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