Teaching Japanese with Content-Based Instruction (CBI) : Addressing critical thinking, learner autonomy, and motivation

Akemi Morioka

ISBN 10: 3639101901 / ISBN 13: 9783639101904

Published by VDM Verlag Dr. Müller, 2009

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Content-Based Instruction (CBI) is considered to beone of the most prominent teaching approaches in thefield of foreign language education. The proponentsof CBI claim that CBI integrates the learning ofcontent and language, allowing students to use thelanguage as a vehicle for acquiring the content ofthe lecture. It is also argued that CBI fostersstudents critical thinking and autonomous learningskills, while developing their motivation. Despitethese claims that appear in a number of articles andbooks, very few reports are supported by substantialqualitative or quantitative data. Furthermore,empirical study of CBI in Fundamental or Intermediatelevel Asian language courses is lacking. The currentstudy explored foreign language instruction withregard to the aforementioned claims about CBI. Theresearch questions were whether CBI fosters students critical thinking skills, autonomous learning skills,and learning motivation more than a hybrid-CBI ortraditional teaching approach. Qualitative data werecollected through surveys, and a written and oralassessment. Quantitative data were collected throughinterviews and class observations.

Seller Inventory # 9783639101904

Bibliographic Details

• Title: Teaching Japanese with Content-Based Instruction (CBI) : Addressing critical thinking, learner autonomy, and motivation
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2009
• Language: English
• ISBN 10: 3639101901
• ISBN 13: 9783639101904
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 5D millimeters 220 millimeters width by 150 millimeters height by 5 millimeters depth
• Weight: 132 grams

About this title

Synopsis

Content-Based Instruction (CBI) is considered to be one of the most prominent teaching approaches in the field of foreign language education. The proponents of CBI claim that CBI integrates the learning of content and language, allowing students to use the language as a vehicle for acquiring the content of the lecture. It is also argued that CBI fosters students¿ critical thinking and autonomous learning skills, while developing their motivation. Despite these claims that appear in a number of articles and books, very few reports are supported by substantial qualitative or quantitative data. Furthermore, empirical study of CBI in Fundamental or Intermediate level Asian language courses is lacking. The current study explored foreign language instruction with regard to the aforementioned claims about CBI. The research questions were whether CBI fosters students¿ critical thinking skills, autonomous learning skills, and learning motivation more than a hybrid-CBI or traditional teaching approach. Qualitative data were collected through surveys, and a written and oral assessment. Quantitative data were collected through interviews and class observations.

About the Author

Doctor in Education. Academic Coordinator/Lecturer of the Japanese Language Program at the University of California,Irvine. Primary research interests include fostering critical thinking skills, autonomy, and motivation for learning in students through Content-Based Instruction.