Backgrounds of the Traditional Cognitive Approach in Learning the Second Language

Carroll proposed traditional cognitive approach in 1964.
It arose when audio-lingual approach was attacked and challenged.
The audio-lingual habit theory "emphasized the primacy of auditory discrimination and oral production habits over other aspects of language use, the importance of the auto-mitigation of habits over other aspects of language use, the importance of the auto-mitigation of habits and the role of repetition in such auto-mitigation," while cognitive code learning theory is "a modified up-to-date grammar-translation theory", according to which "foreign language learning is a second language largely through the study and analysis of these patterns as a body of knowledge".
The information-processing cognitive approach (as represented in, for example, Schifrin and domains 1981; Schneider, domains, and Schifrin 1984; Anderson 1980, 1982 ( see hulstijn, 1990s with the publication of "A cognitive approach to language learning" by Skehan in 1998.
during the last few decades, sociolinguistics has grown in influence on second language learning, which focuses on the importance of the social contexts in which languages are learned, and the way they influence the meanings which are expressed.
however, the recent achievements in psycholinguistics and their influences on SLA have been neglected.
the aim of information-processing cognitive approach is to investigate second language learning through the cognitive abilities of the learner and the processing problems that the learner has to confront, and redress the balance of viewpoints in second language acquisition research and language teaching pedagogy, which the author feels has leaned too far towards linguistics and sociolinguistics in recent years and has not, until recently, drawn effectively on contemporary cognitive psychology.
The cognitive code framework offers a structurist view of learning.
It focuses on knowledge components (representation) at any point of development, giving it a static nature.
The information- processing framework, on the other hand, provides us with a developmental view of acquisition of skills in terms of both knowledge (mental representation) and executive control (the processing of mental representations).
To be sure, both frameworks are intended to cover both static and dynamic (developmental) aspects of skills, but there is a difference in emphasis.