비 전공 내용중심교수법에 대한 대학생들의 태도에 관한 연구: 미국 드라마 위기의 주부들을 중심으로
College students' attitude towards Content-based Language Instruction: Based on Desperate Housewives
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This paper investigates student responses to CBLI(Content-Based Language Instruction), considered to be a prerequisite for CBI(Content-based instruction) in EFL situations. Even though a growing number of Korean universities have implemented CBI, English-medium instructions are criticized and lead to a number of issues. Straight(1997) divided CBI into CBLI focusing on language teaching and CBCI(Content-Based Content Instruction) focusing on subject matter. Seo(2010) suggested a modified version of CBI and contended CBLI should precede CBCI in order for students to be prepared for CBI. To lower students' affective filter, instruction was delivered in Korean in CBLI, but students received language input from authentic materials. Based on Seo’s(2010) suggestions, an experimental class was conducted with 3 university students using the script of Desperate Housewives(2006) as study material. The teacher encouraged students to the content and avoided linguistic explanation as much as possible. The results and implications were as follows: first, CBI ought to be modified in EFL contexts because students seem to be obsessed by language learning where content learning should be a primary concern; second, it is necessary to enlighten students to the fact that a primary concern of content is related to language development; third, teachers need to monitor students frequently so that they maintain their interest in the content.
Abstract
This paper investigates student responses to CBLI(Content-Based Language Instruction), considered to be a prerequisite for CBI(Content-based instruction) in EFL situations. Even though a growing number of Korean universities have implemented CBI, English-medium instructions are criticized and lead to a number of issues. Straight(1997) divided CBI into CBLI focusing on language teaching and CBCI(Content-Based Content Instruction) focusing on subject matter. Seo(2010) suggested a modified version of CBI and contended CBLI should precede CBCI in order for students to be prepared for CBI. To lower students' affective filter, instruction was delivered in Korean in CBLI, but students received language input from authentic materials. Based on Seo’s(2010) suggestions, an experimental class was conducted with 3 university students using the script of Desperate Housewives(2006) as study material. The teacher encouraged students to the content and avoided linguistic explanation as much as possible. The results and implications were as follows: first, CBI ought to be modified in EFL contexts because students seem to be obsessed by language learning where content learning should be a primary concern; second, it is necessary to enlighten students to the fact that a primary concern of content is related to language development; third, teachers need to monitor students frequently so that they maintain their interest in the content.
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