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高職院校護(hù)理專(zhuān)業(yè)英語(yǔ)教學(xué)中內(nèi)容依托式教學(xué)的實(shí)驗(yàn)研究

關(guān)鍵詞：

摘要：本文是高中英語(yǔ)教學(xué)論文，本研究的對(duì)象全部來(lái)自于石家莊醫(yī)學(xué)高等專(zhuān)科學(xué)校護(hù)理專(zhuān)業(yè)的大二學(xué)生，他們均通過(guò)了英語(yǔ)應(yīng)用能力考試 A 級(jí)。這 160 名擁有相同年齡以及相似學(xué)習(xí)經(jīng)驗(yàn)的測(cè)試者被分為了實(shí)驗(yàn)組（82 人，內(nèi)容依托式教學(xué)）和控制組（78人，傳統(tǒng)方式教學(xué)）。

Chapter One Introduction

1.1  Research Background 
With  the  improvement  of  China’s  overall  national  strength  and  the  deepening international  communication,  English  language  is  becoming  an  important  instrument  to Chinese people. In medical field, English is completely necessary for medical workers’ daily work and professional development. It has become one of the basic skills to modern medical workers.Unfortunately, the higher vocational education nowadays is not perfect and faces more and more opportunities and challenges. Most students in higher vocational college have a low English level when they enter colleges. Some come from villages and towns where the level of English teaching is low and unsatisfying. These students speak English with a heavy accent and lack of enough English knowledge such as vocabulary, grammar, translation and writing, etc. As a result, they own a strong sense of inferiority and show little interest in class activities. They are even afraid of communicating with teachers owing to no confidence. As for the other students  who  are  from  cities,  they  also  have  some  problems  in  learning  English.  Although most  of  them  have  a  better  English  foundation  than  the  former,  they  are  learning  English passively  and  lack  of  motivation.  Because  of  the  requirement  of  future  career,  they  spend more  time  on  the  specialized  courses  and  look  down  upon  English  learning.  All  these behaviors have a great influence on the English motivation of the learners.Therefore,  many  scholars  manage  to  find  an  effective  and  efficient  approach  to  solve this  problem.  Widdowson  (1978)  proposed  a  new  idea:  Content-based  Instruction  (CBI), which integrates language learning with subject matter. The feature of this approach is used as a medium to learn subject knowledge; that is to say, the students should learn language and subject knowledge at the same time. CBI inspires the learners to study English by means of content and use English to communicate in real life.  
...........

1.2 Research Significance 
At present, one of the hottest global topics in the area of language teaching is foreign language  acquisition,  which  is  to  find  an  effective  or  perfect  method  to  help  the  language learners to gain the target language. The practitioners and researchers face this urgent task and aim  to  solve  it  as  quickly  as  possible.  CBI  provides  sufficient  comprehensible  input  to language  learners  and  enables  them  to  grasp  the  linguistic  knowledge  in  a  context,  which facilitates the process of acquisition of the target language (Krashen, 1982). Nevertheless, in some ESL countries, a few researches or reports of本論文由英語(yǔ)論文網(wǎng)提供整理，提供論文代寫(xiě)，英語(yǔ)論文代寫(xiě)，代寫(xiě)論文，代寫(xiě)英語(yǔ)論文，代寫(xiě)留學(xué)生論文，代寫(xiě)英文論文，留學(xué)生論文代寫(xiě)相關(guān)核心關(guān)鍵詞搜索。

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關(guān)鍵詞：

摘要：本文是高中英語(yǔ)教學(xué)論文，本研究的對(duì)象全部來(lái)自于石家莊醫(yī)學(xué)高等專(zhuān)科學(xué)校護(hù)理專(zhuān)業(yè)的大二學(xué)生，他們均通過(guò)了英語(yǔ)應(yīng)用能力考試 A 級(jí)。這 160 名擁有相同年齡以及相似學(xué)習(xí)經(jīng)驗(yàn)的測(cè)試者被分為了實(shí)驗(yàn)組（82 人，內(nèi)容依托式教學(xué)）和控制組（78人，傳統(tǒng)方式教學(xué)）。

CBI on the empiricism have been already published and applied to the language teaching whereas this study select the subjects from the EFL surrounding, and its research may show the effects of CBI and what will happen when CBI is applied to the EFL context. In addition, the previous studies or researches on CBI are mainly based on the theories of second  language  acquisition;  this  study  aims  to  combine  the  theories  of  second  language acquisition  with  teaching  and  learning.  Consequently,  the  theories  of  CBI  may  be  further developed, enhanced and enriched in the future. As  a  matter  of  fact,  the  success  of  English  course  depends  upon  a  kind  of  belief  that English  is  a  medium  of  communication  not  a  subject.  However,  in  the  Chinese  college English  class,  Wang  (2002)  noted  that  the  teaching  and  learning  materials/content  were incompatible with the social and personal requirements, the modes and methods of teaching and learning were dull and uninterested. The college regular English instruction pays attention to the language form rather than the cultural knowledge.  
..........

Chapter Two Literature Review

2.1 Definition of CBI 
Content-based Instruction is often abbreviated to CBI, which has become the new research of the foreign language teaching and applied linguistics. CBI is an integration of the foreign language ability and the special content, which the language learners construct and master the foreign language through studying a special subject. In fact, CBI is not a new theory which was  proposed  by  St.  Augustine  for  the  first  time  in  A.D.  389  and  he  emphasized  that meaningful  content  should  be  focused  on  when  teachers  are  teaching  the  target  language. With  the  development  of  the  language  teaching,  the  scholars  have  paid  more  and  more attention  to  this  instruction  which  we  call  CBI  in  recent  years.  There  are  many  different contexts to definite CBI: Brinton et al. (1989): “CBI refers to an approach to second language teaching in which the teaching is organized around the content or information that students will acquire, rather than around  linguistic  or  other  type  of  syllabus.”  This  theory  shows  us  that  the  subject  matter  is taught  with  the  learning  of  the  foreign  language  skills,  which  deals  with  the  problems  of language and instruction.  Crandall (1993): “This approach (CBI) to teaching English as a second language makes use of instructional materials, learning tasks, and classroom techniques from academic content areas  as  vehicle  for  developing  language,  content,  cogn本論文由英語(yǔ)論文網(wǎng)提供整理，提供論文代寫(xiě)，英語(yǔ)論文代寫(xiě)，代寫(xiě)論文，代寫(xiě)英語(yǔ)論文，代寫(xiě)留學(xué)生論文，代寫(xiě)英文論文，留學(xué)生論文代寫(xiě)相關(guān)核心關(guān)鍵詞搜索。

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關(guān)鍵詞：

摘要：本文是高中英語(yǔ)教學(xué)論文，本研究的對(duì)象全部來(lái)自于石家莊醫(yī)學(xué)高等專(zhuān)科學(xué)校護(hù)理專(zhuān)業(yè)的大二學(xué)生，他們均通過(guò)了英語(yǔ)應(yīng)用能力考試 A 級(jí)。這 160 名擁有相同年齡以及相似學(xué)習(xí)經(jīng)驗(yàn)的測(cè)試者被分為了實(shí)驗(yàn)組（82 人，內(nèi)容依托式教學(xué)）和控制組（78人，傳統(tǒng)方式教學(xué)）。

itive  and  study  skills.”  This  theory gives a complete consequence to the researchers, which means that the medium of instruction is the foreign language (English).  
..........

2.2 Characteristics of CBI
Content-based Instruction impels the learners “utilizing English to learn the knowledge”, instead  of  “l(fā)earning  the  usage  of  English”  (Howatt  1984:279).  Stryker  and  Leaver  (1997) concluded three fundamental characteristics of CBI as follows:  The process of teaching is based on the subject matter and should be integrated with the foreign  language,  rather  than  the  traditional  forms,  functions,  language  skills  or  situations. The students gain language communicative competence during the learning of specific topics or subject matters, such as history, math, medical science, economics, business, culture, etc. The educationists can select the actual teaching materials, create the true communicative surroundings  and  deliver  the  meaningful  information  of  the  learners.  The  teaching  texts, video/audio  tapes  and  some  other  visual  teaching  aids,  which  are  all  made  by  the  native speakers of the authentic target language, are used in the teaching process. By the means of comprehending  and  giving  the  meaningful  information,  the  teaching  contents  and  learning activities can be developed smoothly and the realistic communicative tasks can be fulfilled. The teaching substances and methods can be closely related to the vocational needs and learning interest of the learners. That is to say, the teaching activities and subject matters must be  applied  in accordance with  the  needs  of  linguistic,  cognitive  and  emotional  ability  and satisfied  the  language  level,  personal  interest  and  professional  needs  of  the  learners  in  the future. 
..........

Chapter 3 Research Design .... 17 
3.1 Research Questions: ......... 18 
3.2 Subjects ....... 18 
3.3 Instruments ......... 18 
3.3.1 Questionnaire ......... 19 
3.3.2 English Proficiency Test ....... 19 
3.3.3 Interview .......... 20 
3.4 Teaching Experiment ........ 21 
3.4.1 Teaching Materials ........ 21 
3.4.2 Teaching Procedures ...... 22 
3.5 Data Collection and Analysis ......... 25 
Chapter 4 Results and Discussion ........ 26 
4.1 Influences on Learners’ English Learning Motivation ...... 26
4.2 Influence on Learners' English Proficiency..........37
4.3 Chapter Summary ...... 44 
Chapter Five Conclusion ........ 44 
5.1 Major Findings .......... 44 
5.2 Implications ........ 45 
5.3 Limitations and Suggestions .......... 47 

Chapter 4 Results and Discussion 

This  chapter  presents  the  influence  of  CBI  on  the  learning  motivation &nb本論文由英語(yǔ)論文網(wǎng)提供整理，提供論文代寫(xiě)，英語(yǔ)論文代寫(xiě)，代寫(xiě)論文，代寫(xiě)英語(yǔ)論文，，代寫(xiě)留學(xué)生論文，代寫(xiě)英文論文，留學(xué)生論文代寫(xiě)相關(guān)核心關(guān)鍵詞搜索。

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關(guān)鍵詞：

摘要：本文是高中英語(yǔ)教學(xué)論文，本研究的對(duì)象全部來(lái)自于石家莊醫(yī)學(xué)高等專(zhuān)科學(xué)校護(hù)理專(zhuān)業(yè)的大二學(xué)生，他們均通過(guò)了英語(yǔ)應(yīng)用能力考試 A 級(jí)。這 160 名擁有相同年齡以及相似學(xué)習(xí)經(jīng)驗(yàn)的測(cè)試者被分為了實(shí)驗(yàn)組（82 人，內(nèi)容依托式教學(xué)）和控制組（78人，傳統(tǒng)方式教學(xué)）。

sp;and  English proficiency  of  EFL  learners  according  to  the  qualitative  and  quantitative  study  between  the control  group  and  the  experimental  group  as  well  as  among  the  subgroups  within  the experimental group. The answers to the questionnaire and the English test scores in the pretest and  post-test  are  the  basis  of  data  analysis’  results  in  the  instructions  of  content-based  and regular English. In  order  to  guarantee  the  influence  on  the  English  learning  motivation  and  proficient level in CBI context, the subjects in the experimental and control group can be divided at the very beginning as follows:In  this  study,  the  researcher  investigate  the  motivation  (motivation  intensity  and  the desire to learn English) of the EFL learners at the beginning and the end of this experiment. With the help of questionnaires, interview and SPSS, the researcher assesses the effect of CBI on learners. The data is analyzed by the Independent Samples T-test to show the difference of motivation between the control group and the experimental group.   In  the  pretest  of  Table  4.2,  it  can  be  found  that  before  the  teaching  experiment  starts, there  are  no  significant  differences  in  the  learning  motivation  (t=.499,  p>.05)  between  the experimental  group  and  the  control  group.  That  is  to  say,  both  the  motivation  intensity (t=-.427,  p>.05)  and  desire  to  learn  English  (t=1.219,  p>.05)  are  not  significantly  statistic differences at the beginning of the experiment. In brief, the researcher can easily found that all learners in these two groups have the equivalent English learning motivation in the pretest. At the end of this teaching experiment, compared with the post-test of Table 4.2, it can be seen obviously that the motivation intensity, desire to learn English and overall motivation in these two groups all have enhanced. Specifically speaking, there are significant differences in the desire to learn English (t=2.186, p<.05) and overall motivation (t=2.201, p<.05). That is to say, the learners in the experimental group have the stronger desire to learn English than the ones  in  the  control  group,  for  which  the  students  recognize  the  advantages  and  adapt  the teaching methods of CBI.  

.........

Conclusion

First of all, CBI has a positive influence on EFL learners in enhancing their motivation of learning English. CBI provides EFL learners with the special context which is suitable for their specific interest and needs of learning English. Therefore, the learners in this teaching methodology are highly motivated, which integrates the target language with the content on great effort in and out of class to complete the assigned tasks. In 本論文由英語(yǔ)論文網(wǎng)提供整理，提供論文代寫(xiě)，英語(yǔ)論文代寫(xiě)，代寫(xiě)論文，代寫(xiě)英語(yǔ)論文，代寫(xiě)留學(xué)生論文，代寫(xiě)英文論文，留學(xué)生論文代寫(xiě)相關(guān)核心關(guān)鍵詞搜索。

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摘要：本文是高中英語(yǔ)教學(xué)論文，本研究的對(duì)象全部來(lái)自于石家莊醫(yī)學(xué)高等專(zhuān)科學(xué)校護(hù)理專(zhuān)業(yè)的大二學(xué)生，他們均通過(guò)了英語(yǔ)應(yīng)用能力考試 A 級(jí)。這 160 名擁有相同年齡以及相似學(xué)習(xí)經(jīng)驗(yàn)的測(cè)試者被分為了實(shí)驗(yàn)組（82 人，內(nèi)容依托式教學(xué)）和控制組（78人，傳統(tǒng)方式教學(xué)）。

this experiment, although the motivation  intensity  of  learners  in  the  experimental  group  and  the  control  group  have  the same level, they spend the same time in learning English but in different learning orientations: the  learners  in  the  experimental  group  are  quite  willing  to  search  for  the  authentic  English materials which are relevant to their study; while the learners in the control group spend their time in studying the new vocabulary & grammar and in finishing a lot of exercises. In fact, according to the experiment, the learners in CBI context reflect a stronger desire in learning English.  All  in  all,  the  overall  motivation  of  learners  in  CBI  context  is  much  stronger  than those in the regular class. In addition, it is demonstrated that the learners of different English proficiency levels in CBI context have made different progress in their motivation of learning English:  the  enhancement  of  the  English  learning  motivation  of  M-group  and  L-group  are much  more  than  H-group,  which  especially  the  M-group  makes  the  biggest  progress  of  all groups’  motivation.  In  CBI  context,  the  learners  who  have  already  gained  a  high  language proficiency are much more willing to learn the content rather than the language forms; but the ones of low proficiency are not motivated obviously just because they are hindered by their low proficiency at the beginning, but once they have suit this kind of teaching process, it is demonstrated that they also make great progress in their English study. 
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