study of efficiency of sight seeing english based on the anchor cognitive method (acm)...

Study of Efficiency of Sight Seeing

English Based on the

Anchor Cognitive Method (ACM)

江宛亭、李芳文、郭曉萍、周靖樺、連佩勳、林郁翎、何育雯、陳元惠、陳鳳如、謝昀芮、吳柏毅、王薇評、施昕玉、林瑩珊、汪欣怡

認知錨式教學法對於科技大學生觀光英文學習之成效研究

Table of Content

Chapter 1 Introduction

Chapter 2 Literature Review

Chapter 3 Study Method

Chapter 4 Study Analysis

Chapter 5 Conclusion

INTRODUCTION

Study Purpose

To know the characteristics of Anchor-Cognitive

Method.

To present the efficiency of Sight-Seeing English

based on the Anchor-Cognitive Method.

To analyze whether college students can make progression on tourism English under instruction of Anchor-Cognitive Method (ACM).

To explore how teachers can help tourism students

to learn tourism English under instruction of

Anchor-Cognitive Method (ACM).

Study Purpose

LITERATURE REVIEW

Cognitive Theory

Cognitive Theory is an useful tool in assisting

students with learning problems.

It provides a structure for learning when a task

can’t be completed through a series of steps.

The most influential exponent of cognitivist

was Swiss educational psychologist Jean Piaget.

Cognitive Theory

Jean PiagetThe father of cognitive theory尚‧皮亞傑 - 認知理論之父

Nowadays, this theory is widely accepted, and it has a significant influence on later theories of cognitive development; including educational psychology, bilingual education, English teaching methodology, and so on.

Cognitive Theory

Situational language teaching is based upon the cognitive theory which focuses on the students thinking and intension. It is the combination of three theories:

Philosophical theory Psychological theory Humanistic psychological theory

Situational Language Teaching

In STL environment, students would be provided reasons and opportunities to use English for communicative purposes.

Situational Language Teaching

Situational Language Teaching

It’s an effective instruction for English

teaching in terms of providing vocabularies and

sentence patterns with their frequent situations

through learning materials.

Anchored Instructions

Anchored instruction is a framework for learning

emphasizes complex problem solving in integrated

learning contexts.

Learning and teaching activities are designed

around a story, adventure, or situation that includes

a problem or issue to be solved.

Teachers expect students to use their knowledge to solve realistic problems instead of memorizing information.

Students solving realistic problems and for groups

to help each other.

Anchored Instructions

Seven design rules for guiding Anchored Instruction

Choosing an appropriate anchor

Developing shared expertise around the anchor

Expanding the anchor

Anchored Instructions

Using knowledge as tools for problem solving

Teaching with the anchor

Merging the anchor with literacy experiences

Allowing student exploration

Anchored Instructions

STUDY METHOD

Target

There are 43 students participate this particular intensive English program.

A 4-month long intensive experimental project (IEP) was planed and executived in a middle-size university school.

ACM was designed and applied to use by the research team.

Plan and Teacher

A teacher alongs with 8 TA was invited to conduct this program.

43 students divided into 5 groups.

Method

Independent variableAnchored Cognitive

Method(Theory)

Independent variableAnchored Cognitive

Method(Theory)

Dependent variable 43 students'

achievements1.Listening2.Speaking

Dependent variable 43 students'

achievements1.Listening2.Speaking

Assessment

Teaching ContentSight-seeing English

Assessment

Teaching ContentSight-seeing English

CURRICULUM

Five Steps to Evaluate and Teach

Articles

Vocabularies

Anchor Point : Students’ needs

Test Mission

Test Evaluation

Lesson one-Introduction to Taiwan

Anchor (Students’ needs)

Task-Based Method: performance

Supposed a student is a tour guide, he is required to

bring a sight-seeing group from foreign countries to

introduce Taiwan. (in general information)

Test Mission

1. Where is Taiwan?

2. How big is it?

3. What does Taiwan have too much of ?

4. Name of the biggest mountain in Taiwan.

5. What kind of climate does Taiwan have?

6. Why do Taiwanese people go to hot springs?

Test Evaluation

Listening (Input knowledge)

-Grammar (Vocabulary usage and Sentence structure)

-Comprehension (Error correction)

Expression (Output knowledge)

-Speaking (Fluency, accuracy and phrase)

Assessment of Expression

Fluency / Accuracy Score

Speech natural and continuous; no unnatural pauses 80-100

Speech generally natural and continuous; only slight stumbling or unnatural pauses

60-80

Definite stumbling, but manages to rephrase or continue 40-60

Speech frequently hesitant and jerky; sentences may be left uncompleted

20-40

Little or no communication; very hesitant; and very difficult to understand

0-20

Ranking of Students’ Achievement

Assessment of Expression

Vocabulary Score

Uses vocabulary very accurately and extensively (for given levels)

80-100

Uses range of vocabulary accurately 60-80

Occasionally lacks needed words; predominantly accurate usage

40-60

Frequently lacks needed words; frequent inaccurate usage 20-40

Poor vocabulary 0-20

Ranking of Students’ Achievement

Assessment of Expression

Grammar Score

Grammar almost always correct 80-100

Most grammar correct; some minor structural errors 60-80

Many grammar correct; some significant structural errors 40-60

Some grammar correct; definite structural problems 20-40

Little or no language produced; mistakes in basic structural problems

0-20

Ranking of Students’ Achievement

Assessment of Expression

Comprehensibility Score

Entirely comprehensible 80-100

Almost entirely comprehensible; no misunderstandings 60-80

Some errors, but mostly comprehensible; occasionally misunderstands tester's questions

40-60

Many errors, about half incomprehensible 20-40

Impossible to comprehend 0-20

Ranking of Students’ Achievement

STUDY ANALYSIS

Statistic Analysis

Descriptive Statistic (敘述統計 )

Independent T-test (pre-test vs. post-test)

(獨立 T 檢定 )

Accessing P-value (檢視顯著值 )

Difference Post – pre test

28.15 < 0.051.03

Post – pre test

Difference Post – pre test

13.2 < 0.050.3

Post – pre test

78.1 –49.95= 28.15p-value = 0.000 <0.05

T – test (pre-test vs. post-test)

Significant difference on the field of listening

comprehension.

64.2 – 51= 13.2p-value = 0.000< 0.05

T – test (pre-test vs. post-test)

Significant difference on the field of speaking

expression.

CONCLUSION

Speaking and Listening

Anchor-Cognitive Method enables students to learn English in a very easy and convenient manner.

Anchor-Cognitive Method presents various functions that traditional teaching does not.

Conclusion

Conclusion

Motivation

The curriculum can be based on students’ practical

needs and ability. Anchor-Cognitive Method offers the choices for

users to study. Anchor-Cognitive Method allows learning in

students’ own preferred setting, location or facilities.

Conclusion

Teaching Method

Teachers enjoy more autonomy in curriculum

planning and development. Learning environments is created by using Anchor

Cognitive Method as an interactive textbook. Anchor-Cognitive Method overcome time and

space constraints

We pay our sincere thanks to our teacher. He teaches us a lot. He always being patient and gives us supports.

We’re very thankful to my teammates for their dedication and team work.

Acknowledgement