Effects of content-based instruction (CBI) on EFL secondary school learners’ writing
Effects of content-based instruction (CBI) on EFL secondary school learners’ writing
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DOI：
10.1075/jicb.20006.suz
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发表时间：
2021-02
期刊：
影响因子：
--
通讯作者：
N. Suzuki
中科院分区：
文献类型：
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作者：
N. Suzuki
摘要 为了调查以意义为中心的基于内容的教学 (CBI) 和以语言为中心的非 CBI（均涉及比较/对比语言）的影响，本研究在前测和后测中比较了日本中学生在两个主题（即与 CBI 一致的发电主题和新主题）上的比较/对比写作。他们的写作从复杂性、准确性、流畅性和功能充分性方面进行了分析。结果表明，CBI 小组改进了发电主题的语言和功能方面，以及新主题的两个功能方面。相比之下，非 CBI 组在发电主题中表现出两种语言变化，在一般主题写作中表现出三种语言变化和两种功能变化。因此，CBI不仅可以改善同一主题写作的语言和功能方面，还可以引起作者对新主题的功能方面的注意。
Abstract To investigate the impact of meaning-focused content-based instruction (CBI) and language-focused non-CBI, both dealing with compare/contrast language, this study compared Japanese secondary school students’ compare/contrast writing on two topics (i.e., a power generation topic aligned to the CBI and a new topic) in pre-and post-tests. Their writing was analyzed in terms of complexity, accuracy, fluency, and functional adequacy. The results show that the CBI group improved both linguistic and functional aspects of the power generation topic, as well as two functional aspects of the new topic. In contrast, the non-CBI group showed two linguistic changes in the power generation topic, and three linguistic and two functional changes in the general topic writing. Therefore, CBI may not only serve to improve linguistic and functional aspects on the same topic writing but also might draw writers’ attention to functional aspects in a new topic.