An Empirical Study of Content-Based Instruction Applied in Non-English-Majored Graduate English Teaching in the Post-Massification

Yougen Lou

doi:10.4236/ce.2015.614158

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CE> Vol.6 No.14, August 2015

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An Empirical Study of Content-Based Instruction Applied in Non-English-Majored Graduate English Teaching in the Post-Massification ()

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DOI: 10.4236/ce.2015.614158 2,651 Downloads 3,238 Views Citations

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Yougen Lou

Affiliation(s)

School of Foreign Studies, Yangtze University, Jingzhou, China.

ABSTRACT

In the post-massification period, it is a beneficial attempt to the reform of English Teaching based on subject content for non-English-majored graduate students. Content-Based Instruction (CBI) has been defined as “the teaching of content information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught”, which can make non-English-majored graduate students not only learn subject knowledge but also improve their foreign language (English) ability in learning content. Results in this study showed that: in the post-massification period, content-based English teaching could improve the level of motivation and English language ability of students in their English learning, but CBI was not suitable for poor English learners with no good foreign language (English) basis.

KEYWORDS

CBI, Graduate English Teaching, Post-Massification Period

Cite this paper

Lou, Y. (2015) An Empirical Study of Content-Based Instruction Applied in Non-English-Majored Graduate English Teaching in the Post-Massification. Creative Education, 6, 1578-1583. doi: 10.4236/ce.2015.614158.

Conflicts of Interest

The authors declare no conflicts of interest.

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