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 Piaget The 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

 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 variable Anchored Cognitive Method (Theory) Independent variable Anchored Cognitive Method (Theory) Dependent variable 43 students' achievements 1.Listening 2.Speaking Dependent variable 43 students' achievements 1.Listening 2.Speaking Assessment Teaching Content Sight-seeing English Assessment Teaching Content Sight-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 / AccuracyScore Speech natural and continuous; no unnatural pauses Speech generally natural and continuous; only slight stumbling or unnatural pauses Definite stumbling, but manages to rephrase or continue40-60 Speech frequently hesitant and jerky; sentences may be left uncompleted Little or no communication; very hesitant; and very difficult to understand 0-20 Ranking of Students’ Achievement

Assessment of Expression VocabularyScore Uses vocabulary very accurately and extensively (for given levels) Uses range of vocabulary accurately60-80 Occasionally lacks needed words; predominantly accurate usage Frequently lacks needed words; frequent inaccurate usage20-40 Poor vocabulary0-20 Ranking of Students’ Achievement

Assessment of Expression GrammarScore Grammar almost always correct Most grammar correct; some minor structural errors60-80 Many grammar correct; some significant structural errors40-60 Some grammar correct; definite structural problems20-40 Little or no language produced; mistakes in basic structural problems 0-20 Ranking of Students’ Achievement

Assessment of Expression ComprehensibilityScore Entirely comprehensible Almost entirely comprehensible; no misunderstandings60-80 Some errors, but mostly comprehensible; occasionally misunderstands tester's questions Many errors, about half incomprehensible20-40 Impossible to comprehend0-20 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< Post – pre test

Difference Post – pre test 13.2 < Post – pre test

78.1 –49.95= p-value = <0.05 T – test (pre-test vs. post-test) Significant difference on the field of listening comprehension.

64.2 – 51= 13.2 p-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

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