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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
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Table of Content
Chapter 1 Introduction
Chapter 2 Literature Review
Chapter 3 Study Method
Chapter 4 Study Analysis
Chapter 5 Conclusion
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INTRODUCTION
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Study Purpose
To know the characteristics of Anchor-Cognitive
Method.
To present the efficiency of Sight-Seeing English
based on the Anchor-Cognitive Method.
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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
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LITERATURE REVIEW
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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.
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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
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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
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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
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In STL environment, students would be provided reasons and opportunities to use English for communicative purposes.
Situational Language Teaching
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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.
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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.
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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
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Seven design rules for guiding Anchored Instruction
Choosing an appropriate anchor
Developing shared expertise around the anchor
Expanding the anchor
Anchored Instructions
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Using knowledge as tools for problem solving
Teaching with the anchor
Merging the anchor with literacy experiences
Allowing student exploration
Anchored Instructions
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STUDY METHOD
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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.
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Plan and Teacher
A teacher alongs with 8 TA was invited to conduct this program.
43 students divided into 5 groups.
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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
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CURRICULUM
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Five Steps to Evaluate and Teach
Articles
Vocabularies
Anchor Point : Students’ needs
Test Mission
Test Evaluation
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Lesson one-Introduction to Taiwan
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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)
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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?
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Test Evaluation
Listening (Input knowledge)
-Grammar (Vocabulary usage and Sentence structure)
-Comprehension (Error correction)
Expression (Output knowledge)
-Speaking (Fluency, accuracy and phrase)
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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
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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
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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
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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
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STUDY ANALYSIS
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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 )
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Difference Post – pre test
28.15 < 0.051.03
Post – pre test
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Difference Post – pre test
13.2 < 0.050.3
Post – pre test
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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.
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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.
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CONCLUSION
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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
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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.
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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
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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