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How EFL College Learners Perceive CBI Experience

강애진
한국영어교육학회 (Korea Association Of Teachers Of English)|2018.12|영어교육 (English Teaching)|제73권 제4호|pp. 73-106

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참고문헌

키워드

participationEFL college learnerscontent-based instruction (CBI)cognitive challengecognitive academic language proficiency (CALP)
주제분류영어와문학

초록

This study examined EFL college-level learners’ perception toward the content-based instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

Abstract

This study examined EFL college-level learners’ perception toward the content-based instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who enrolled in two different CBI courses at a university in South Korea, put top priority on the enhancement of content-knowledge considering their CBI course as a content-course, not as a language-course. Second, the participants seemed to prefer participation opportunities induced by a required and prepared speaking task such as presentation through which they can practice a formal speech appropriate for their education experience and cognitive maturity. They also seemed to favor instructor-initiated interaction rather than being put into pair- or group-discussion between and among themselves. Third, the lack of participation was mainly attributed to the lack of understanding contents rather than lack of language skills. Based on the research findings, the study made suggestions on how to offer CBI courses more effectively for a particular group of EFL college-level learners who already earned basic interpersonal communication skills (BICS), yet to reach cognitive academic language proficiency (CALP).

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관련 논문AI추천

EFL College Students’ Perceptions toward Content-Based Learning방영주현대영어교육학회 · 현대영어교육2013 · 제14권 제1호Exploring How to Ensure Participation in CBI강애진한국영어교과교육학회 · 영어교과교육2018 · 제17권 제2호An exploratory study of university EFL students’ participation in CBI강동호팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제1호내용중심 교수의 효과에 대한 학습자 인식과 태도김성연언어정보연구소 · 언어와 정보 사회2011 · 제14권 The Contribution of L1 CALP and L2 Proficiency to Successful CBI Experience강애진한국영어교육학회 · 영어교육2010 · 제65권 제4호First Time in CBI강애진한국영어교육학회 · 영어교육2008 · 제63권 제4호

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