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1、Content-based instructionFrom Wikipedia, the free encyclopediaContent-based instruction(CBI) is a significant approach inlanguage education(Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language.Historically, the wordcontenthas changed
2、 its meaning in second language teaching. Content used to refer to the methods ofgrammartranslation,audio-lingual methodologyandvocabularyor sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.Cont
3、entshide 1Benefits 2Comparison to other approaches 3Motivating students 4Active student involvement 5Conclusion 6See also 7References 8External linksBenefitsedit1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content and are enga
4、ged in appropriate language-dependent activities. Languages are not learned through direct instruction, but rather acquired naturally or automatically.2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isola
5、ted 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
6、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 students interest.Comparison to other approacheseditThe CBI approach is comparable to English for Specific Purposes (ESP), whic
7、h 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
8、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 howEnglishis used incore
9、 contentclasses, they started to implement various approaches such asSheltered instructionand 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 severalpedagogicalneeds to
10、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 as
11、sure content comprehension while promoting English academic development.Learning to learnis 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 strategie
12、s play in the process of learning.Motivating studentseditKeeping students motivated and interested are two important factors underlying content-based instruction.Motivationand interest are crucial in supporting student success with challenging, informative activities that support success and which h
13、elp the studentlearncomplex skills (Grabe & Stoller, 1997). When students are motivated andinterestedin the material they are learning, they make greater connections between topics, elaborations with learning material and canrecallinformation better (Alexander, Kulikowich, & Jetton, 1994: Krapp, Hid
14、i, & Renninger, 1992). In short, when a student isintrinsically motivatedthe 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, situ
15、ational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests (p.18). Because CBI is student centered, one of its goals is to keep students interested and motivation high by generating stimulating content instruction and materia
16、ls.Active student involvementeditBecause it falls under the more general rubric ofcommunicative 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 thelearningprocess. They do not depend on the teacher to direct all learning or to be the source of all informa
