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The Effect of Content-based Materials on English Reading and Writing Proficiency in Korean Universities

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언어과학회 (The Linguistic Science Society)|2014.09|언어과학연구 (The Journal of Linguistics Science)|제70호|pp. 87-108

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참고문헌

키워드

reading materialscontent-based instruction (CBI)nglish reading and writing skills
주제분류언어학

초록

Despite an increasing number of academic subject classes taught in English, Korean universities have not sufficiently offered content-based EFL instruction focusing on academic texts to prepare those academic courses, nor has its efficiency been empirically examined. Instead, students are required to take English classes where mostly ESL materials with non-academic topics are used. Therefore, the present study investigated the efficiency of CBI focusing on academic texts on English proficiency through empirical methods as well as students' perception of CBI through questionnaire. The results showed that students significantly benefited from CBI on their English reading and writing performance. Moreover, it is revealed that students fully recognized the importance of English reading and writing skills, and they are willing to take CBI for the preparation of English- medium academic content classes. Therefore, it is implied that CBI using more academic materials rather than ESL texts should be provided to students who have trouble taking English-medium academic subject classes and especially for those who are less confident of writing.

Abstract

Despite an increasing number of academic subject classes taught in English, Korean universities have not sufficiently offered content-based EFL instruction focusing on academic texts to prepare those academic courses, nor has its efficiency been empirically examined. Instead, students are required to take English classes where mostly ESL materials with non-academic topics are used. Therefore, the present study investigated the efficiency of CBI focusing on academic texts on English proficiency through empirical methods as well as students' perception of CBI through questionnaire. The results showed that students significantly benefited from CBI on their English reading and writing performance. Moreover, it is revealed that students fully recognized the importance of English reading and writing skills, and they are willing to take CBI for the preparation of English- medium academic content classes. Therefore, it is implied that CBI using more academic materials rather than ESL texts should be provided to students who have trouble taking English-medium academic subject classes and especially for those who are less confident of writing.

참고문헌 (40)

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