A study on the effects of situated cognition on the study of foreign language.

Abstract

This study examined situated cognition and anchored instruction in the context of foreign language learning. Based upon situated learning models proposed by McLellan (1996) and Thurman (1993), a situated lesson was adapted for foreign language learning and tested. This quantitative study examined situated learning in a class of international freshmen composition students enrolled at a private American university. The experimental group was taught to write a composition in a situated class. Activities included: problem solving, working in groups, interviewing and collaborative writing. The ANCOVA was applied with the Nelson Reading Test as the covariate. A Recall-protocol scoring template graded by a panel of instructors was used as the instrument. No significant differences were reported. Possibilities outlined for failure to reject the hypothesis included necessity for increase of sample size and length of study. However, both the covariate and the Test of English as Second Language (TOEFL) were found to have a significant relationship with the instrument. These facts and others lead to a discussion and suggestions on how this model could be applied to future studies.