English-teaching Models Based On Situated Cognition

Based on the latest research findings in the areas of Educational Theory, Psychology and Brain Science, this thesis makes study on the theoretical and practical factors concerning English teaching, which shows that English teaching based on situated cognition is effective. Thus the aim of the paper is to build several such teaching models and find a better way out for the English-teaching innovation in China.Generally the whole thesis is divided into two chapters: Chapter One is firstly concentrated on the Situated Cognition theory proposed by Constructivism Psychology with its basic feature and principles. Then from the point view of Linguistics, it makes conclusions on basic things of the English-teaching theory based on the Situated Cognition. Finally, it turns to Brain Science to get support for all the above findings and conclusions. Nevertheless Chapter Two contributes to construct three effective models. What's more it makes comparison between the three models and tries to find a more reasonable solution for the ongoing English-teaching reform of China.In Chapter One the Situated Cognition learning theory is concluded into 4 conceptions: 1) learning activities rely on real-life situation; 2) they are the learners' personal construction; 3) the construction of them is also interactive; and 4) cooperation is necessary in all the activities. When applying to English teaching as a foreign language, they are specialized into 3 conceptions. They are: 1) English learning is a kind of personal construction; 2) interaction and cooperation between learners and teachers is necessary; and 3) it is also inevitable from the real-life situation.In Chapter Two in accordance with the three conceptions concluded in Chapter One, three teaching models, which are based on Situated Cognition, are built. They are English-teaching Model Based on Personal Development, English-teaching Model Based on Interactive Cooperation and English-teaching Model Based on Cognitive Situation. All the three models are based on the Situated Cognition theory and English-teaching principles but with different emphasis. They are not completely dependant from each other and in fact they can be more effective when integrated.Learner is the core of English-teaching Model Based on Personal Development, which places emphasis on learner's personal characteristics, cognitive style, learning strategy, and etc. It is aimed at helping learners construct their own way of learning andgive full play to their language competence. And it is notable for its concern on learners' personal construction in learning activities. With emphasis on interaction and cooperation, English-teaching Model Based on Interactive Cooperation prefers to develop learners' capability of communication and advocates that English teaching in class should be organized with rich learning activities. Undoubtedly English Teaching Model Based on Cognitive Situation is concentrated on creating cognitive situation in teaching process. It deems that learning situation is the key to the success of English teaching and learning. Therefore it is important to construct real-life situations in the class and encourage learners to join in and to construct their own meaning actively and positively.With the same conception of "Situated Cognition", the three models present great challenge to traditional English teaching which is usually constricted to "teachers as the core of learning", "knowledge transmit as the aim " and "direct teaching methodology as the main teaching strategy". However, due to different emphasis, the three models somewhat differ in aim, value, process, strategy and request for teachers and learners. Therefore they should be applied accordingly and even integrated flexibly if needed.