CBI教学理念对语言习得者动机因素影响研究

A Study of the Influence of CBI Teaching Ideas on the Motivation Factors of Language Acquirers

在综合院校中以学科内容为依托的英语教学模式(CBI)的逐渐推广大势之下,本研究以设计学院72名学生为研究对象,研究CBI教学模式对学生动机因素,即关注力、参与度、自主性和语言交互力所带来的可能影响。参与该研究的研究对象被分为两组,分别采用传统语言教学模式和CBI教学模式。采用COLT(语言教学交际趋向研究)和MOLT(语言教学动机趋向研究)的合并观测方案。研究结果表明CBI教学法在激发学生四个动机因素方面要胜过传统语言教学法。学生在在CBI教学课堂上注意力集中程度更高,更加积极主动参加教学任务和活动,言语互动程度也更频繁。并且教学关注重点从对语言本身转化至内容,使教师有机会创造更多的有益于学生参与的教学活动,学生能在整个学期都有良好的学习动力。

Under the general trend of the gradual popularization of the English teaching model（CBI）,which is based on the subject content in the comprehensive colleges and universities,this study focuses on 72 students of the Institute of Design. To study the possible effects of CBI teaching model on students＇ motivation factors,namely,focus,participation,autonomy and language interaction. The subjects involved in the study were divided into two groups. Adopt the traditional language teaching mode and CBI teaching mode respectively,adopt the Colt（language teaching communication trend research） and the language teaching motivation tendency research（Mol）. The results of the study show that the CBI teaching method plays an important role in motivating scienceS tudents＇ four motivational factors are better than traditional language teaching methods. Students pay more attention to CBI teaching class and participate in teaching tasks and activities more actively. The degree of verbal interaction is also more frequent,and the focus of teaching is shifted from the language itself to the content,so that teachers have the opportunity to create more teaching activities beneficial to students＇ participation. Students can have a good motivation for learning throughout the semester.