content based instruction内容型教学法
时间像什么-江苏教育厅
Content-based instruction
From
Wikipedia, the free encyclopedia
Content-based
instruction (CBI) is a significant approach in
language
education (Brinton, Snow, & Wesche,
1989). CBI is designed to provide second-language
learners instruction in content and language.
Historically, the word content has changed its
meaning in second language teaching.
Content
used to refer to the methods of
grammar–translation, audio-lingual
methodology
and vocabulary or sound patterns in dialog form.
Recently, content is
interpreted as the use of
subject matter as a vehicle for second or foreign
language
teachinglearning.
Contents
[hide]
1Benefits
2Comparison to
other approaches
3Motivating students
4Active student involvement
5Conclusion
6See also
7References
8External links
Benefits
[edit]
1. Learners are
exposed to a considerable amount of language
through stimulating
content. Learners explore
interesting content and are engaged in appropriate
language-dependent activities. Languages are
not learned through direct
instruction, but
rather acquired
2. CBI supports contextualized
learning; learners are taught useful language that
is
embedded within relevant discourse contexts
rather than as isolated language
fragments.
Hence students make greater connections with the
language and
what they already know.
3.
Complex information is delivered through real life
context for the students to grasp
well and
leads to intrinsic motivation.
4. In CBI
information is reiterated by strategically
delivering information at right time
and
situation compelling the students to learn out of
passion.
5. Greater flexibility and
adaptability in the curriculum can be deployed as
per the
student's interest.
Comparison to other
approaches
[edit]
The CBI approach is
comparable to English for Specific Purposes (ESP),
which usually is
for vocational or
occupational needs or English for Academic
Purposes (EAP). The goal of
CBI is to prepare
students to acquire the languages while using the
context of any subject
matter so that students
learn the language by using it within the specific
context. Rather
than learning a language out
of context, it is learned within the context of a
specific
academic subject.
As educators
realized that in order to successfully complete an
academic task, second
language (L2) learners
have to master both English as a language form
(grammar,
vocabulary etc.) and how English is
used in core content classes, they started to
implement various approaches such as Sheltered
instruction and learning to learn in CBI
classes. Sheltered instruction is more of a
teacher-driven approach that puts the
responsibility on the teachers' shoulders.
This is the case by stressing
several
pedagogical needs to help learners achieve their
goals, such as teachers having
knowledge of
the subject matter, knowledge of instructional
strategies to comprehensible
and accessible
content, knowledge of L2 learning processes and
the ability to assess
cognitive, linguistic
and social strategies that students use to assure
content
comprehension while promoting English
academic development. Learning to learn is
more of a student-centered approach that
stresses the importance of having the learners
share this responsibility with their teachers.
Learning to learn emphasizes the significant
role that learning strategies play in the
process of learning.
Motivating
students
[edit]
Keeping students
motivated and interested are two important factors
underlying
content-based instruction.
Motivation and interest are crucial in supporting
student
success with challenging, informative
activities that support success and which help the
student learn complex skills (Grabe & Stoller,
1997). When students are motivated
and
interested in the material they are learning, they
make greater connections between
topics,
elaborations with learning material and canrecall
information better (Alexander,
Kulikowich, &
Jetton, 1994: Krapp, Hidi, & Renninger, 1992). In
short, when a student
is intrinsically
motivated the student achieves more. This in turn
leads to a perception of
success, of gaining
positive attributes which will continue a circular
learning pattern of
success and interest.
Krapp, Hidi and Renninger (1992) state that,
triggered by environmental factors, may evoke
or contribute to the development of
long-
lasting individual interests
is to keep
students interested and motivation high by
generating stimulating content
instruction and
materials.
Active student
involvement
[edit]
Because it
falls under the more general rubric of
communicative language teaching (CLT),
the CBI
classroom is learner rather than teacher centered
(Littlewood, 1981). In such
classrooms,
students learn through doing and are actively
engaged in
the learning process. They do not
depend on the teacher to direct all learning or to
be the
source of all information. Central to
CBI is the belief that learning occurs not only
through
exposure to the teacher's input, but
also through peer input and interactions.
Accordingly,
students assume active, social
roles in the classroom that involve interactive
learning, negotiation, information gathering
and the co-construction of meaning (Lee and
VanPatten, 1995). William Glasser's
students and give them voice by focusing on
their basic, human needs: Unless students
are
given power, they may exert what little power they
have to thwart learning and
achievement
through inappropriate behavior and mediocrity.
Thus, it is important for
teachers to give
students voice, especially in the current
educational climate, which is
dominated by
standardization and testing (Simmons and Page,
2010).
[1]
Conclusion
[edit]
The integration of language & content teaching
is perceived by the European Commission
as
learners' English language proficiency &
teaches them the skills necessary for the
success in various professions. With CBI,
learners gradually acquire greater control of the
English language, enabling them to participate
more fully in an increasingly complex
academic
& social environment.