대학 영어수업에서 내용언어통합 수업모형의 개발 및 실행
The development and implementation of content and language integrated learning instructional model in college English classroom
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This study aims to develop and implement a content language integrated learning-based instructionalmodel in college English classrooms. Quizlet app was used to support vocabulary learning, and onlineresources such as videos and English texts dealing with various global issues of the 21st century wereutilized on lectures. A total of 39 students from two campuses participated in this study over the courseof a semester. Data were collected through pre- and post- questionnaires to assess the effects of theinstructional model on English learners. A semi-structured interview was conducted to captureparticipants’ voices as well. The collected data were analyzed both quantitatively and qualitatively. Thequantitative analysis of the data indicated that the instructional model influenced both language andcontent learning. It showed the positive impact in affective factors like confidence, participation, andinterest in learning English. The qualitative interview analysis showed that the content helped enhancethe participants’ command of English language. This study suggests that adopting content languageintegrated learning -based instruction at the tertiary level can effectively support the dual goals oflanguage learning and the level of awareness of global issues.
Abstract
This study aims to develop and implement a content language integrated learning-based instructionalmodel in college English classrooms. Quizlet app was used to support vocabulary learning, and onlineresources such as videos and English texts dealing with various global issues of the 21st century wereutilized on lectures. A total of 39 students from two campuses participated in this study over the courseof a semester. Data were collected through pre- and post- questionnaires to assess the effects of theinstructional model on English learners. A semi-structured interview was conducted to captureparticipants’ voices as well. The collected data were analyzed both quantitatively and qualitatively. Thequantitative analysis of the data indicated that the instructional model influenced both language andcontent learning. It showed the positive impact in affective factors like confidence, participation, andinterest in learning English. The qualitative interview analysis showed that the content helped enhancethe participants’ command of English language. This study suggests that adopting content languageintegrated learning -based instruction at the tertiary level can effectively support the dual goals oflanguage learning and the level of awareness of global issues.
참고문헌 (36)
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