Svitlana Romanchuk
Department of Journalism Faculty of Humanities, Ukrainian Institute of Art and Science, Bucha, Kyiv region 08292,, Ukraine
Krisztina Zekany
Department of Hungarian Philology, Ukrainian-Hungarian Educational Institute, Uzhhorod National University, Uzhhorod 88000, Ukraine
Maryna Pilash
Department of Hungarian Philology, Ukrainian-Hungarian Educational Institute, Uzhhorod National University, Uzhhorod 88000, Ukraine
Tamara Suran
Department of Slovakian, Faculty of Philology, Uzhhorod National University, Uzhhorod 88000, Ukraine
Maryia Savitskaya
Ludwik Rydygier Hospital in Krakow, Krakow 31-826, Poland
Cognitive theorists propose that the cohesion of human cognition directs cognitive functions, including all higher cognitive processes like memory, language, problem-solving, etc., are different manifestations of the same basic system. This postulate is at odds with the mental conception of language acquisition, which assumes the existence of a specific linguistic technique pre-programmed by a universal grammar. This concept has given rise to the dichotomy of acquisition and learning, which contrasts two independent ways of perceiving a foreign language: on the one hand, unconscious and accidental acquisition, which provides tacit knowledge that allows achieving spontaneous language use and constitutes linguistic competence. The paper proposes the concept of foreign language learning as part of the cognitive tradition, in which learning is attained through problem-solving in purposeful activities, and in which explicit and implicit, declarative, and procedural processes are integrated into a single, complex operation, forming part of the overarching mechanisms of cognitive processes. The paper uses a closed questionnaire survey of 1st–4th year students of the State Higher Educational Institution “Uzhhorod National University” and the Ukrainian Humanities Institute, Faculty of Humanities, Department of Journalism. The developed questionnaire presents 14 cognitive strategies in foreign language learning. The results of the survey showed that students equally often use language patterns, subtext, context, adaptation to different language situations, information reconstruction, and mnemonics.
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Copyright © 2024 Svitlana Romanchuk, Krisztina Zekany, Maryna Pilash, Tamara Suran, Maryia Savitskaya
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