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Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China

Received: 18 February 2017     Accepted: 8 March 2017     Published: 2 May 2017
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Abstract

CBI is a content-centered EFL teaching approach. It has proven to be appropriate to the needs of specific learners. The CBI programs around the world are successful and meaningful. The learners’ needs for EFL in China can be described as a pyramid with four categories: test purpose, professional purpose, communicative purpose and mastering purpose. Applying CBI to college English courses in China can improve the status of language learners’ needs for testing towards for professional and communicative purposes.

Published in Education Journal (Volume 6, Issue 3)
DOI 10.11648/j.edu.20170603.12
Page(s) 116-119
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

CBI, EFL, Learner’s Needs

References
[1] Leaver, Betty Lou and Stephen B. Stryker. 1989. Content-Based Instruction for Foreign Language Classrooms. Foreign language annals 22: 269-274.
[2] Stryker, Stephen B. and Betty Lou Leaver. 1997. Content-Based Instruction in Foreign Language Education: Models and Methods. Washington D. C.: Georgetown University Press. P5.
[3] Stryker, Stephen B. and Betty Lou Leaver. 1997. Content-Based Instruction in Foreign Language Education: Models and Methods. Washington D. C.: Georgetown University Press. P13.
[4] Stryker, Stephen B. and Betty Lou Leaver. 1997. Content-Based Instruction in Foreign Language Education: Models and Methods. Washington D. C.: Georgetown University Press. P19.
[5] Sternfield, Steven R. 1985. Foreign Language Education and the Psycho-Social Variables of Adult Foreign Language Acquisition. Unpublished doctoral dissertation. University of Southern California.
[6] Ilter, Bnnur G. 2009. Effect of Technology on Motivation in EFL Classrooms. Turkish online journal of distance education 10: 155
[7] Ramirez, Martha I. D. 2014. Developing Learner Autonomy through Project Work in an ESP Class. HOW 21: 66.
[8] Klahn, Norma. 1988. Area-Language Studies: Program on Mexico. New York: School for International and Public Affairs, Columbia University.
[9] Stryker, Stephen B. and Betty Lou Leaver. 1997. Content-Based Instruction in Foreign Language Education: Models and Methods. Washington D. C.: Georgetown University Press. P292.
[10] Berger, J. 2014. Game-based Method to Encourage EFL Learners to Transition to Autonomous Learning. Studies in self-access learning journal 5 (3): 313.
[11] Stryker, Stephen B. and Betty Lou Leaver. 1997. Content-Based Instruction in Foreign Language Education: Models and Methods. Washington D. C.: Georgetown University Press. P302.
[12] Brown, David N. 2007. Language Learner Motivation and the Role of Choice in ESP Listening Engagement. ASp: 159.
[13] Liuoliene, A. and Metiuniene, R. 2006. Second Language Learning Motivation. Santalka, Filologija, Edukologija 14 (2): 97.
[14] Bedoya, Paula A. 2014. The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia. A Colombian jouanl for teachers of English 21 (1): 96.
Cite This Article
  • APA Style

    Yi Peng. (2017). Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China. Education Journal, 6(3), 116-119. https://doi.org/10.11648/j.edu.20170603.12

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    ACS Style

    Yi Peng. Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China. Educ. J. 2017, 6(3), 116-119. doi: 10.11648/j.edu.20170603.12

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    AMA Style

    Yi Peng. Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China. Educ J. 2017;6(3):116-119. doi: 10.11648/j.edu.20170603.12

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  • @article{10.11648/j.edu.20170603.12,
      author = {Yi Peng},
      title = {Content-Based Instruction of EFL and Its Effects on Learners’ Needs in China},
      journal = {Education Journal},
      volume = {6},
      number = {3},
      pages = {116-119},
      doi = {10.11648/j.edu.20170603.12},
      url = {https://doi.org/10.11648/j.edu.20170603.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170603.12},
      abstract = {CBI is a content-centered EFL teaching approach. It has proven to be appropriate to the needs of specific learners. The CBI programs around the world are successful and meaningful. The learners’ needs for EFL in China can be described as a pyramid with four categories: test purpose, professional purpose, communicative purpose and mastering purpose. Applying CBI to college English courses in China can improve the status of language learners’ needs for testing towards for professional and communicative purposes.},
     year = {2017}
    }
    

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    AB  - CBI is a content-centered EFL teaching approach. It has proven to be appropriate to the needs of specific learners. The CBI programs around the world are successful and meaningful. The learners’ needs for EFL in China can be described as a pyramid with four categories: test purpose, professional purpose, communicative purpose and mastering purpose. Applying CBI to college English courses in China can improve the status of language learners’ needs for testing towards for professional and communicative purposes.
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Author Information
  • School of Foreign Studies, Yangtze University, Jingzhou, China

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