Analysis of English Cognitive Direct Method from the Perspective of Knowledge Management

The aim of this paper is to assess the efficient cognitive English teaching methods for college students. The methodology is composed of the literature review and quantitative study explained as followed: 1 .Literature review: literature review includes knowledge management, behavior English learning approach and cognitive English learning approach-direct method. 2. Quantitative research: Assessing relationships among the 3 different learning periods ( pretest, posttest and 1-month posttest ) of the college students on their learning proficiency of vocabulary, listening, speaking and consolidated average. A 4-month, after-class supplemental intensive English program on campus was undertaken and the researcher made a detailed analysis of variables which contribute to the success of college students in learning English. Participants consisted of 85 college students joined an intensive English language program at an university in Taipei County. All students voluntarily enrolled in this supplemental project with a basic English level according to their English grades of college entrance examinations. The researcher was interested in determining whether the cognitive direct method fitted with the concept of knowledge management would be beneficial for the subject students. Through a cross analysis of the cause/effect between the cognitive English teaching approaches and the students’ proficiency, this study also builds up the framework of efficient English learning models of college students from the perspective of knowledge management. The result of this study shows the applicability of direct method to real social situations. The direct method is not accommodate with knowledge recitation, but this method fitted with the cognitive concept specializes in knowledge comprehension, creation and innovation, making it especially suited to tests and occasions which require problem-solving or free-form response. However, this study also suggests that to successfully teach English, teachers have to take into account new knowledge learning methods to make learning more efficient.