{"title":"Using CBI in ESP: The role of explicit instruction","authors":"Anastasia Shirav","doi":"10.36892/ijlls.v5i3.1374","DOIUrl":null,"url":null,"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.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Language and Literary Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36892/ijlls.v5i3.1374","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.