A Case Study of a Graduate-Level CBI Course
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This study attempted to explore the feasibility of Content-Based Instruction (CBI) courses, within the framework of the Prism model, for graduate-level English as a foreign language (EFL) learners whose L2 proficiency was not yet advanced, but needed a rigorous linguistic experience which should be different from that offered by traditional general English programs. The research findings based on data-analyses of two questionnaires, 11 comprehension quizzes, and interviews showed that, even with less than advanced level of L2 proficiency, the adult learners got to learn that they can acquire grade-level appropriate academic knowledge and skills as well as make themselves more comfortable in using the L2. The findings revealed what factors affected the level of comprehension, attitude toward L1 and L2 use, and effective tasks in a CBI course. In particular, the study supported the proposal made by the Prism model indicating that the grade-level appropriate academic tasks are contributing to improving L2 using abilities, thus suggested that adult learners’ academic needs and cognitive maturity can be an impetus to encourage them to lift up their L2 skills, which implied the viability of a strong form of CBI for EFL adult learners.
Abstract
This study attempted to explore the feasibility of Content-Based Instruction (CBI) courses, within the framework of the Prism model, for graduate-level English as a foreign language (EFL) learners whose L2 proficiency was not yet advanced, but needed a rigorous linguistic experience which should be different from that offered by traditional general English programs. The research findings based on data-analyses of two questionnaires, 11 comprehension quizzes, and interviews showed that, even with less than advanced level of L2 proficiency, the adult learners got to learn that they can acquire grade-level appropriate academic knowledge and skills as well as make themselves more comfortable in using the L2. The findings revealed what factors affected the level of comprehension, attitude toward L1 and L2 use, and effective tasks in a CBI course. In particular, the study supported the proposal made by the Prism model indicating that the grade-level appropriate academic tasks are contributing to improving L2 using abilities, thus suggested that adult learners’ academic needs and cognitive maturity can be an impetus to encourage them to lift up their L2 skills, which implied the viability of a strong form of CBI for EFL adult learners.
참고문헌 (58)
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