A Study Of College English Instruction Model Based On Situated Cognition And Learning Theory

This paper presents an empirical study of the teaching effectiveness of the situated cognition and learning-based college English instruction model (situated model) via quasi-experimental design. On the basis of previous theories and empirical evidence concerning the situated cognition and learning theory in language teaching, the author proposes a new college English teaching model which is based on situated cognition and learning theory. This thesis makes its hypothesis that the situated model would result in improving English teaching effectiveness, in terms of English achievements and English learning motivation. Based on this hypothesis, two research questions were specifically designed: (1) Does the situated cognition and learning-based college English the instruction model strengthen students'English learning motivation, as compared to students receiving traditional model? (2) Does the situate cognition and learning-based college English instruction model improve students'English achievements, as compared to students receiving traditional model?In order to answer the research questions and test the hypothesis, both quantitative and qualitative approaches are employed in the study. Regarding the quantitative approach, a survey is conducted with participation of forty-four Music major freshmen from a University in Hunan Province. A questionnaire of EFL classroom learning motivation (Lu Min, 2008) was specifically developed for the present study, which consisting of two parts: (1) background questionnaire, and (2) variables of English learning motivation. With respect to the qualitative approach, a semi-structured interview guide, consisted of six questions, is developed by the researcher. Four students who attend the quantitative survey are randomly selected from forty-four participants for the oral interview. The experimental group, twenty-two students, participated in this new model while the control group with twenty-two students is taught by the traditional one. Both groups are from the same college and given a pre-test on their English proficiency. One semester later, they receive the post-test and completed an English learning motivation questionnaire again. The PASW (Predictive Analytics Software) is chosen for the analysis of the data. The independent samples t-test is adopted to explore the overall mean differences of the English achievement and English learning motivation between the experimental class and control class. Besides, paired samples t-test is employed to investigate both the differences of the English achievement and English learning motivation between the pre-test and post-test of each class. The results of this study demonstrate that students in the situated model significantly outperform those in the traditional one. Furthermore, students from the experimental group show significantly (p=.000,p﹤.05) higher English learning motivation than those from the control group. The students in experimental class in the post-test demonstrate significantly (p=.003,p﹤.05) higher English learning achievement than pre-test, but there is no significant difference (p=.115,p﹥.05)between the pre-test and post-test in control class. All these findings point to the effectiveness of the SCL-based college English instruction model. That is to say, the situated model not only improves the learners'English achievements, but also enhances their English learning motivation.This thesis is composed of seven chapters. Chapter 1 is an introduction that describes the background, theoretical basis, purpose and significance of the study and the organization of the thesis.Chapter 2 provides a literature review on situated cognition and learning theory, as well as on situated cognition and learning as a model of instruction with a focus on classroom teaching research.Chapter 3 described situated design of SCL-based college English instruction model as well as its teaching procedure. In addition, it presents a sample lesson of SCL–based college English instruction with its analyses of the teaching.Chapter 4 delineates the research methods by describing research contexts, research questions and hypothesis, participants, research instruments, and data collection and analysis.Chapter 5 presents the empirical research findings and interpretation from the survey results which corresponded to the research questions.Chapter 6 discusses the research findings of the study in the light of the relevant literature.Chapter 7 describes the research conclusions and explores the implications of this study in the fields of college English instruction where English as a second or foreign language is taught. Limitations of the study and future research directions are addressed in this chapter as well.