Abstract
This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based education is considered effective not only in acquiring the skills of language, but also grasping and mastering the content knowledge of academic subjects that are required for students’ achievements in learning the terms related to natural sciences. In analysis of three models of content-based instruction, the Adjunct Model was explained and mentioned to be quite reliable for the teaching content of any subject along with foreign language methods and techniques. It has been proved to be convenient for both content and language teaching through pedagogical experiment. Participants were undergraduate students from the Engineering and Natural Sciences Faculty of a university at intermediate level. The achievement test was applied to 48 students who were English and Turkish speaking students as foreign languages. Two working groups as experimental and control were formed by language teachers. The collected data was analyzed. The results, mentioned in experiment part, and conclusion show that concepts or terms of natural sciences could be taught efficiently through content-based teaching in schools and universities.
Highlights
Chamot and O’Malley (1986) stated that limited-English-proficient (LEP) students who prepare to participate in mainstream content instruction face language-related difficulties in vocabulary, discourse, structures and language skills in science classes
This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences
The basis of the content-based instruction could be conducted both with foreign language teaching and teaching of scientific discipline
Summary
Chamot and O’Malley (1986) stated that limited-English-proficient (LEP) students who prepare to participate in mainstream content instruction face language-related difficulties in vocabulary, discourse, structures and language skills in science classes. Herron (1996) supported this idea saying that many of the most useful scientific concepts are not perceptible having interactions with the environment because of the absence of mediating experience. He gives atoms and molecules as an example of these types of concepts. We think it is of crucial importance to overcome all these problems to provide more satisfactory results in education It is mentioned by most of the scholars in this area that content-based instruction (CBI) supports to realize both content and language objectives and reach its goals. Many researchers have investigated about effectiveness of content-based instruction: e.g., (Brinton & Snow, 1988; Brinton & friends, 1989; Met, 1999; Leaver & Stryker, 1989; Dupuy, 2000), lack of collaboration between content and language teachers (Tan, 2011), the need for a more explicitly reflexive model of the relationship between content, www.ccsenet.org/elt
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