形式教学与以内容为依托教学的融合教学

Integration of form-focused instruction and content-based instruction

CBI和FFI在外语教学领域已获得相当广泛的研究,但关于二者融合教学的文献少之又少。已有研究显示,学习者在CBI课堂中更加关注内容而非语言的理解。语言形式关注不足,很可能影响语言精准性或语法习得的进步。聚焦于形式恰好能解决这一问题,因此探讨并比较了两种FFI在大学英语CBI课堂中的施教影响。结果显示,两组的语言和内容知识均显著提高。使用预先设计式FFI和CBI融合教学的实验组的语言学习效果好于使用附带式FFI与CBI的融合教学的对照组,而对照组的内容学习效果则优于实验组。

Both CBI and FFI have been investigated extensively in the field of foreign language teaching. Yet, little research has looked into the possibilities and methods of introducing FFI to CBI. It has been well documented that learners in the CBI context tend to focus more on the content of the input than the language itself. A lack of attention to language forms during subject matter instruction may well lead to weaknesses in accuracy, grammatical development and so on. A focus on form in the context of meaning-driven CBI classroom is what is needed, and thus a comparative study was conducted to explore the effect of integrating two types of FFI to content-based college English classes. The experimental group received an instruction that included a planned focus on form and CBI, while the control group received the same CBI with an accidental focus on form. Findings suggested that both groups improved significantly with respect to language and content learning. Yet, the experimental group outperformed the control group on the language test, and the control group performed better than the experimental group on the content test.