Cognitive factors that influence the learning of Spanish as a second language

Abstract

In the last decades, one of the most fruitful fields in educational research in the field of ELE has been the tireless search for the main "factors associated with second language learning, especially Spanish as a Foreign Language". From different theoretical perspectives and areas of knowledge, attempts have been made to find out the variables that affect ELE-related teaching and learning processes, what is their relative importance and how they could be improved, and, thus achieve better and greater learning. One of these factors that have been studied is the so-called cognitive factors that, according to the theorists, are intrinsically related to the affective factors, since both the language classroom can contribute to educating students to live more satisfactorily and to be members responsible for society. The cognitive ones do not act separately but interact with each other. For example, intelligence plays a preponderant role against aptitude, cognitive style, metacognition, since it depends, to a great extent, on having a familiarity with words and, at the same time, the ability to reason analytically about the situations of the educational context that arise as a result of the contextual variables or the application of a teaching method. Hence, these factors are determining factors in the ELE teaching process, since learning strategies have the element in which the student actively participates and is involved in learning.