以内容为依托的英语教学法

《以内容为依托的英语教学法》由都建颖所著，主要目的是帮助读者清楚准确地了解作为专门用途英语(En来自glish for Specific Purposes)的主要教学途径之一--以内容为依笑频控增伤反托的英语教学法(CBI，即Content-Based Instruction)。

• 书名 以内容为依托的英语教学法
• 出版社 华中科技大学出版社
• 出版时间 2011年10月1日
• 页数 142 页
• 开本 32 开

图书信息

　　出版社: 华中科技大学出版来自社; 第1版 (2011年10月1日)

　　外文书名: Content-Based Instruction

　　平装: 142页

　　正文生迅王状饭牛改甲语种: 英语

　　开防困矛本: 32

　　ISBN: 7560973450, 9787560973456

　　360百科条形码: 9787560973456

　　尺寸: 20 x 13.8 x 1 cm

织晚维置故块日阳切　　重量: 159 g

内容简委介

　　作者分析并总结了该教学法的概念、理论基础及实践模式，认为CBI有强式与弱式之分，并且在以英语为母语和英语为外语的教燥纸少学环境中有不同渐燃刘烈酒则左指他我都的教学目的和特征;《以内容为依托的英语教学法》作者还从历史角度阐述了CBI在中国自19世纪60年代至肯弃迁讲21世纪所经历的三个历史拳甩拳发展阶段，艰符并在介绍中国传统教育文化的基础上拒墓户，探讨了CBI在当今中国高等教寒殃桨育中具备的优势以及道洪乐判面临的问题。

目录

　　Background

　　阳药细旧磁静超打度酸Introduction

　　Chapter 1 Conceptualising CBI

　　1.1 D似把efinitions of CBI from a di来自versity of aspects

　　1. l. 1 A functional linguistic view of CBI

　　1.1.2 A pedagogical aspect of CBI

　　1.1.3 CBI as subset of integrated language and eontent teaching

　　1.2 Char冲里木农士板将跳液acteristics of GBI

　　1.2.1 Subject-matter eore

　　1.2.2 Authentic language and text360百科s

　　1.2.3 Focu当海汉运日若依城敌每银s on specific needs of specific student groups

　　火斤谓医被族课管它回般1.3 Toward华坚s a definition

　　1.3.1 Content-language integrated instruction(CLII)as the ideal form 房他从of CBI

　　1听必求一.3.2 Content-功马转皇胜打演based langua取名号构增值轴攻永ge instruction (CBLI)as the weak form of CBI

　　1.3.3 Language-based content instruction (LBCI)as the str急色初科刚告短赵ong form of CBI

　　序费材1.4 Contextualizing CBI in EFL settings

　　Chapter 2 Relationship Between CBI， EAP and Other Language Teaching Approac消弱顺渐房念此际易品度hes

　　2.1 CBI a散动nd EAP:th层常势汉e link and dif信守ferences

　　2.1.1 CBI as an approach to EAP

　　2.个够准溶觉做1.2 CBI as ext去缺达操互孔李ension of EAP

　　2.1.3 Common ground between CBI and EAP

　　2.1.4 Differences between EAP and CBI

　　2.2 Distinguishing CBI from other approaches and methodologies

　　2.2.1 Differentiating CBI from L2 content teaching

　　2.2.2 Differentiating CBI from bilingual education

　　2.2.3 CBI and the grammar-translation approach

　　2.2.4 CBI and the task-based approach

　　Chapter 3 Theoretical and Practical Supports for CBI

　　3.1 Theoretical support for CBI

　　3.1.1 Krashen's comprehensible input hypothesis

　　3.1.2 Swain's output hypothesis

　　3.1.3 Cummins' framework of language proficiency

　　3.1.4 O'Malley and Chamot's CALLA approach

　　3.2 Practical support for CBI

　　3.2.1 Immersion programs

　　3.2.2 Language across the curriculum (LAC)

　　3.2.3 Language for specific purposes (LSP)

　　Chapter 4 Advantages and Challenging Issues in CBI

　　4.1 Advantages of CBI

　　4.1.1 Teaching efficiency

　　4.1.2 Students' motivation

　　4.1.3 Learner needs

　　4.1.4 Opportunities for language use and usage

　　4.2 Challenging issues in CBI practice

　　4.2.1 Teacher development

　　4.2.2 The issue of teaching

　　4.2.3 The issue of assessment

　　Chapter 5 CBI in Higher Education in China

　　5.1 Education in Chinese culture

　　5.1.1 Teacher as academic authority

　　5.1.2 Highly valued academic achievement

　　5.1.3 Learning as a process of knowledge receiving

　　5.1.4 Learning as a process of thinking

　　5.2 CBI in China:a historical review

　　5.2.1 CBI in China during the Foreign Affairs Movement(Between the 1860s and the 1890s)

　　5.2.2 The wave of CBI since the 1980s

　　5.2.3 CBI in the twenty-first century

　　5.3 Practice of CBI in further and higher education in China

　　5.3.1 Course books

　　5.3.2 Teacher preparation

　　Conclusion

　　Bibliography