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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
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