Abstract
Reading has always been regarded as an essential skill in foreign language learning, especially for college students. According to previous studies, relative effectiveness is found between the use of Content-Based Language Instruction (CBLI) and reading comprehension. CBLI has been found effectively in developing students’ reading comprehension through the topics chosen grounded academic discipline-based and the systematic use of content-based instructional strategies. However, CBLI has been a controversial issue because teachers lack specific linguistic knowledge and skills to help students deliver a language focus on reading. Since the utilization of CBLI is a controversial issue, the purpose of this study attempted to investigate the effect of CBLI on EFL (English as a Foreign Language) students’ reading comprehension through the design and implementation of a content-based literature curriculum. Subjects in this study were 101 sophomores majoring in English at I-Shou University in southern Taiwan. T-test, ANOVA, and semi-structured interview techniques were used to examine students’ attitudes and effect of CBLI on reading performance. Results indicate that the utilization of content-based language instruction in the literature class could enhance students’ reading comprehension as well as critical thinking ability. Interview results further support the experimental findings, providing in-depth information about the conditions of CBLI use. Based on the research results of this study, pedagogical implications and suggestions for future study are discussed.
Highlights
The term of content-based language instruction refers to an approach to integrate content and language learning (Brinton, Snow & Wesche, 1989)
According to Met (1991), natural language acquisition occurs in context, which is never learned divorced from meaning, and Content-Based Language Instruction (CBLI) provides a context for meaningful communication to occur
Survey findings in the study indicated that 38.5% of the content-area teachers felt that collaboration with their ESL teacher counterparts was necessary in CBLI because they do not feel equipped to undertake English language instruction and they rely on ESL teachers to provide assistance
Summary
The term of content-based language instruction refers to an approach to integrate content and language learning (Brinton, Snow & Wesche, 1989). One central principle which supports the theory of second language acquisition is that “people learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself” According to Met (1991), natural language acquisition occurs in context, which is never learned divorced from meaning, and CBLI provides a context for meaningful communication to occur. To further understand the essential characteristics and instructional implications of CBLI, three models of CBLI, including the theme-based model, the sheltered model, and the adjunct model, as well as its effect on reading enhancement are discussed below
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
