Using CBI in ESP: The role of explicit instruction

Anastasia Shirav
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引用次数: 0

Abstract

The current paper investigated the results of year-long teaching of a journalistic genre implicitly using a CBI-based syllabus. The participants were 20 Japanese learners of English at a vocational college in Japan. The feature articles written by the students at the end of the school year were compared to those provided as high-quality examples. The data were analyzed qualitatively. The two corpora were compared regarding genre-specific moves and lexical bundles used. The results indicated that the lack of explicit ESP-related instruction led to the inability of the participants to produce a feature article. They also supported a cognitive apprenticeship approach to raise learners’ awareness of the learning process. In addition, the results suggested that using CBI in ESP can be beneficial when integrated with ESP-specific methods.
在ESP中运用CBI:显性教学的作用
目前的论文调查了一年的教学结果的新闻体裁隐含使用基于cbi教学大纲。参与者是20名在日本一所职业学院学习英语的日本学生。学生在学年结束时写的专题文章与提供的高质量示例进行了比较。对数据进行定性分析。比较了两种语料库在特定体裁移动和词汇束使用方面的差异。结果表明,缺乏明确的esp相关指导导致参与者无法制作专题文章。他们还支持一种认知学徒制方法,以提高学习者对学习过程的认识。此外,研究结果表明,在ESP中使用CBI与ESP专用方法相结合是有益的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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74
审稿时长
6 weeks
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