内容教学法总结

Summary of Content-Based Instruction

I.Introduction of Content-Based Instruction

Content-Based Instruction refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus. It is based on the following two central principles: a. People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. b. Content-Based Instruction better reflects learners’ needs for learning a second language.

II.Characteristics of CBI

1) Learners are exposed to language while learning about other content areas.

2) Content areas are relevant to learners' academic and/or professional needs.

3) Langue is contextualized through these relevant content area, and thus, is also relevant to learners’ needs.

4) A focus is placed on developing academic and/or professional language proficiency.

5) Authentic materials are used to present content matter.

6) The use of authentic materials lends itself to the integration of skills, to increased motivation, and to increased cognitive and linguistic complexity.

III.The advantages of CBI

1) CBI makes students feel that learning a language is interesting and motivation.

2) CBI also helps students develop a much wider knowledge of the world.

3) CBI helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts, which is quite useful for their future study.

4) CBI emphasizes the communicative function of language.

5) The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills and team work spirits, which can have great social value.

IV.The disadvantages of CBI

1) For teachers, because they have no experience about CBI, they are not sure whether they can apply it successfully. Most models of CBI need the collaboration between the language teacher and the subject matter teachers. It is difficult for them to cooperate with each other and get a balance between content and language. Language proficiency of the subject matter teacher and the language teacher also hinders them in applying CBI. How to assess subject matter and language skills within the educational system is also a problem.

2) For students, some students may feel confused or may even feel that they aren’t improving their language skills, as CBI isn't explicitly focused on language learning. The sharing of information in the target language may also cause great difficulties. Some students with inadequate background knowledge and weak vocabulary may get discouraged in CBI class.

3) CBI is too teacher-driven. ESL teachers adjust teaching materials to make them accessible to their students rather than teaching their students the skills of learning on their own. It does not create independent learners.