内容型教学法Content-Based-Instruction

•Content-BasedInstruction••Inyear2000,TheChineseMinistryofEducationputforwadtheideaof“cultivatingEnglishtalentsofcompoundabilities”.Afterthehateddiscussion,itsuggeststhatthereisnecessaryof“languageplussubjectmatter”.••Content-BasedInstruction(CBI)•Defination:•Teachingisorganizedaroundthecontentorinformationthatstudentswillacquire,withoutexplicitefforttoteachthelanguageitself.•Keypoints:•focusingoncontentratherthanlanguage-basedunit;languageasby-product.•aexamplehere•BackgroudInformation(abroad)•CBIisoriginatedfromCanandin1960s.•Itbecomepopularinmanycountriesindifferentacademicfieldin1970s.•In1989BrintondevidedCBIintothreedifferentmodels,theyareShelteredmodel,adjunctmodelandtheme-basedmodel.•In1999,MetputforwardtherequirmentsonteachersinCBIteaching.•Dr.AdamsonputforwardthatCBIcouldreducestudent’sanxietyinclass.•(广东科技2011，9.Content-basedInstruction在国内外的成长研究）•BackgroundInformation(inChina)•CBIwasfirstlyintroducedbyWangShixianinChinain1994.•Fromyearof2005,somescholarbegaintopublisharticleaboutCBIinChina.•TheBi-lingualEduactionisthetypicalteachingmodelunderthetheoryofCBI.•Onthewayfromtheoreticalresearchtopracticaluse.•(广东科技2011，9.Content-basedInstruction在国内外的成长研究）•Theroleofcontentincurriculumdesigns•Ⅰ.LnguageacrosstheCurriculum•Everyteacher,anEnglishteacher•Ⅱ.ImmersionEducation•Theregularschoolcurriculumistaughtthroughthemediumofforeignlanguage•Ⅲ.ImmigrantOn-ArrivalProgramtypically•Newlyarrivedimmigrantsforsurival•Ⅳ.ProgramsforstudentswithLimitdEnglishproficiency•Forthechilderntoenternormalschoolinstruction•Ⅴ.Languageforspecificpurposes••(P205-207)•TheoryBasisTheoryBasisSecondlanguageAcquisitiontheoryeg.inputhypothesis(I+1)focusonmeaningCognitivepsychologicaltheoryteachingcontentassociateswithlearnerexperienceandexistedkownledge;inspiremotivation;constructnewkownledge.•Indetail•Requiremnetsonsubjectmatter•①interesting,usefulandleadingtoadesiredgoal•②berelevanttolearners•Somecontentareasaremoreuseful•eg.geography•Studentslearnbestwheninstructionaddressesstudents’need.•Teachingbuildsonthepreviousexperienceoflearners.•Objectives•(objectivesofthecontentcourse)、•①todevelopexistingEnglishlanguageskills•②toacquirelearningskillsandstrategiesthatcouldbeappliedinfuturelanguagedevelopmentopportunities•③todevelopgeneralacademicskillsapplicable④touniversitystudiesinallsubjectareas•⑤tobroadenstudents’understandingofEnglish-speakingpeoples.•Syllabus•①Macro-structuring:themodulesrelatedtooneanothersoastocreatacohesivetransitionofcertainskills.•②Micro-structuring:studentschoosethelanguageappropriateforthesituationanduseitincommunicativeinteraction.•ContemporaryModlesofCBIcontentlanguagetotalandpartialimmersioninsubjectcoursetaughtinL2ShelteredClassesSubjectcoursepluslanguageinstructionAdjunctClasseslanguageclassesbasedonthemesTheme-basedlanguageclassesfrequentuseofcontentforpractice(CLia,商务英语教学与研究，content-basedinstructionindifferentlanguageteachingcontext)•FiveModels•TotalandpartialImmersion:content-driven;alittleexplicitinstructioninforeignlanguage.•ShelteredClassesModel:Byacontentareaspecialist;inordertobeaccessibletostudents,teachersadaptteachingtextandtaskwiththehelpofteachingaids.•AdjunctModel:oneacontentcourseandonealanguagecourse;bothcontentandlanguagelearningareimportant.•Theme-basedcourse:Language-driven,theaimoftheme-basedcourseistoteachlanguageskillswiththehelpofcontent.•Langugeclasseswithfrequentuseofcontentforpractice:totallylanguage-driven.languagelearningisthefirstthing.(p217)•Herecomesaquestion•LessonText1YourCollegeYear2DiscoveryofYourFather3TheLastWordisLove4TheRivals5SilentSpring6Thepresidentascorporatesellaman7InMyDay8Button,Button9“WereOnlyHuman”10TheOpenWindow(FromModenCollegeEnglishIntensiveReadingEdiedbyYangLinming,XuKerong,2002.)•CanwecalltheteachingofthebookCBI?••Thereasonisthatwhenthereisnoin-depthtreatmentofasubjectmatter,orasubjectmatterisnotfollowedlongenough,thereisalittlechanceforstudenttosynthesizeinformation,questiondataorpresentwrittenororalargumentationoftheirown.(Pally,1999)subjectmatterexpertise,thatis,subjectusedasamediuminstructiontoteachsubjectsordisciplines,suchasmath,geography,orocialsciences.(商务英语教学与研究，content-basedinstructionindifferentlanguageteachingcontext，LeiChunlin,2010.)•LearnerRoles•Learner-centered•Supporteachotherincollaborativemodesoflearning•Sourcesofcontent•Wellpreparedbothpsychologicallyandcognitively•TeacherRole(highrequirementonteacher)•Bemorethanjustgoodlanguageteacher•Stronginbothcontentkownledgeandlanguage•proficiency•Provideassistancetostudents•mMtivatestudents•TheRoleofMaterials•Materialsare“authentic”•Becomprehensible（modifacation）•Meaningfulandinterestingcontentmaterial•Advantages•CBIteachinghasanegativecorrelationwithanxietyandhasanim-pactonalleviatingstudent'sanxiety•(overseasEnglish,AnEmpiricalStudyonClassroomLearningAnxietyofSecondaryVocationalEnglishLearnersinContent-basedInstruction,XueMei,2011)•Enhancestudents’learningmotivation•Cultivatinginter-disciplinarytalents;praticaluse•Disadvantages•Strongerrequirementsonbothteachersandstudents••Limitingofteachingm