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LOGOContent–BasedInstructionPresentedbyWangChunpingBackgroundMainbodyContemporaryModelsofthisapproachConclusionMainbodyContemporarymodelsConclusionLOGOPagePageMainbodyContemporaryModelsConclusion（1）Definition（2）ContentBackgroundMainbodyContemporaryModelsofthisapproachConclusionLOGOPageDefinitionContent-BasedInstruction(CBI)referstoanapproachtosecondlanguageteachinginwhichteachingisorganizedaroundthecontentorinformationthatstudentswillacquire,ratherthanaroundalinguisticorothertypeofsyllabus.Itistheteachingofcontentorinformationinthelanguagebeinglearnedwithlittleornodirectorexplicitefforttoteachthelanguageitselfseparatelyfromthecontentbeingtaught.(Krahnke,1987:65)1LOGO成人的学习特点授课的过程及技巧异常情况的处理Contentreferstothesubstanceorsubjectmatterthatwelearnorcommunicatethroughlanguageratherthanthelanguageusedtoconveyit.2Content曾仕强BackgroundMainbodyContemporaryModelsofthisapproachConclusionLOGO成人的学习特点授课的过程及技巧异常情况的处理DrawonprincipleofCLT,emergeinthe1980sRealcommunicationandtheexchangeofinformationIdealsituationforsecondlanguagelearning—grammarsorfunctions—content3CBIEducationalinitiatives,thelate1970s,EmphasizetheprincipleofacquiringcontentBackgroundMainbodyContemporaryModelsofthisapproachConclusionTheroleofcontentinothercurriculumdesignsLanguageacrosstheCurriculumImmersionEducationImmigrantOn-arrivalProgramsProgramsforStudentswithLimitedEnglishProficiency(SLEP)LanguageforSpecificPurposes(LSP)TheroleofcontentinothercurriculumdesignsØLanguageacrosstheCurriculumnative-languageeducationfocusonreadingandwritinglanguageskillsbetaughtinthecontentsubjectsnotleftexclusivelyfortheEnglishteacherSubject-mattertexts,exercises,languagepracticesandcollaborationbetweensubject-matterteachersandlanguageteachers(e.g.,SingaporeanprimaryPilotProjectinthe1970s)成人的学习特点授课的过程及技巧developedinCanadainthe1970satypeofforeignlanguageinstructioninwhichtheregularschoolcurriculumistaughtthroughthemediumoftheforeignlanguage.thevehiclenotthesubjecte.g.English-speakingchild/primaryschool/themediumofinstruction/French/studentgoalsTheroleofcontentinothercurriculumdesignsØImmersionEducationStudentgoalsofanimmersioneducationdevelopingahighlevelofproficiencyintheforeignlanguage;developingpositiveattitudestowardthosewhospeaktheforeignlanguagesandtowardstheirculture(s);developingEnglishlanguageskillscommensuratewithexpectationsforstudent'sageandabilitiesgainingdesignatedskillsandknowledgeinthecontentareasofthecurriculumTheroleofcontentinothercurriculumdesignsØImmigrantOn-arrivalProgramsfocusonthelanguagenewlyarrivedimmigrantsinacountryneedforsurvival.learntodealwithdifferingkindsofreal-worldcontentasabasisforsurvivalinitially,baseonDirectMethodoftheAustralianonarrivalcoursescurrentlyuseacompetency-basedapproachProgramsforStudentswithLimitedEnglishProficiency(SLEP)governmentallymandatedprogramstoservethosechildrenwhoseparentsmightbeservedbytheon-arrivalprograms,butmoregenerallydesignedtoprovidein-classorpulloutinstructionforanyschool-agechildrenwhoselanguagecompetenceisinsufficienttoparticipatefullyinnormalschoolinstruction.(grammar-based/languageandotherskills)amovementthatseekstoservethelanguageneedsoflearnerswhoneedlanguagetocarryoutspecificroleandwhoneedtoacquirecontentandreal-worldskillsthroughthemediumofasecondlanguageratherthanmasterthelanguageforitsownsake.particularlyfocusonEnglishforScienceandTechnology(EST)LanguageforSpecificPurposes(LSP)SubfieldsofLSP/ESTESP(EnglishforspecificPurposes)EOP(EnglishforOccupationalPurposes)EAP(EnglishforAcademicPurposes)LOGOPageBackgroundMainbodyContemporarymodelsConclusion（1）Approach（2）Design（3）ProcedureApproachTwoCentralprinciples①Peoplelearnasecondlanguagemoresuccessfullywhentheyusethelanguageasameansofacquiringinformation,ratherthanasanendinitself.②Content-BasedInstructionbetterreflectslearners'needsforlearningasecondlanguageTheoryoflanguageLanguageisText-andDiscourse-basedLanguageusedrawsonintegratedskillsLanguageispurposeful(academic,vocational,social,orrecreational;communicatingmeaning)AdjustmentsandSimplifications1Foreignertalk2ModificationsDefinition:Asimplifiedversionofalanguagethatissometimesusedbynativespeakerswhenaddressingnon-nativespeakers.(（说母语的人说给非本族语人的一种）非本族语使用者易懂的语言)AdjustmentsandSimplificationsModificationsSimplification(Tunits;clauses)Well-formedness(standardusage)Explicitness(nonreduced)Regularization(canonical)RedundancyTheoryoflearninglearnasecondlanguagemostsuccessfullywhentheinformationperceivedasinteresting,useful,andleadingtoadesiredgoalusefulcontentasabasisforlanguagelearninglearnbestwheninstructionaddressesstudentsneedsBuildonthepreviousexperienceofthelearnersDesignObjectivesSyllabusTypesoflearningandteachingactivitiesLearnerrolesTheroleofteachersTheroleofmaterialsObjectivesLOGOPageobjectivesofthecontentcourseAchievementofcontentcourseobjectivesisconsideredasnecessaryandsufficientevidencethatlanguagelearningobjectiveshavebeenachievedaswell.AnexampleofobjectivesinCBIcomesfromthetheme-basedIntensiveLanguageCourse(ILC)atthefreeUniversityofBerlinObjectives(lingui