Abstract
This study explores undergraduate students’ experiences and perceptions of the content-based EFL instruction at a northwestern Chinese university. It is one of the first empirical studies of content-based EFL in China. Through a three-part open-ended questionnaire administered with 34 undergraduate students majoring in finance, the study reveals overwhelming support for this approach to EFL. Participants believed that learning English and content knowledge simultaneously was helpful and that the spread of English in China can benefit the nation and its people. The findings also indicate that some participants were critical of the approach, stating that it is “shallow content teaching” and suggesting that subject matter content be taught in Chinese. The participants praised their original English texts and expressed their preference for student-centered learning.
Highlights
English as a Foreign Language (EFL) education in China focused on language form, teaching it separately, until the turn of the 21st century, when the focus shifted to language function in response to dissatisfaction with repetitive, inefficient, and exam-oriented EFL pedagogy
The findings indicate that some of the participants were critical of the approach, stating that it is “shallow content teaching” and suggesting that subject matter content be taught in Chinese
Qualitative and quantitative analysis of the data revealed overwhelming support for content-based English education in China. 73 percent of the students participated in the study (25 out of 34) were supportive, 38 percent (13) without reservation and 35 percent (12) with reservations
Summary
English as a Foreign Language (EFL) education in China focused on language form, teaching it separately, until the turn of the 21st century, when the focus shifted to language function in response to dissatisfaction with repetitive, inefficient, and exam-oriented EFL pedagogy. A content-based approach promotes language development through the use of language as the medium of subject-matter content (e.g., social studies, science) in the target language with a focus on language forms, rules, and content learning rather than an exclusive focus on mastery of the target language forms (e.g., Mohan & Beckett, 2003). Researchers believe that this approach is conducive to learning both language and content (Lyster, 2007) as learners use language to make meaning (Halliday, 1993)
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