浅析内容依托式教学的外语教师信念和知识构建

A Brief Analysis of Foreign Language Teachers’ Beliefs and Knowledge Construction with CBI Teaching Method

By Kong Ting

In partial fulfillment of the requirement

For the B. A. degree

Department of English

School of Languages and Cultures

Nanjing University of Information Science amp; Technology

May 2016

Acknowledgements

First and foremost, I would like to show my deepest gratitude to my supervisor, Dr. Liu Jiehai, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of the thesis. His keen and vigorous academic observation enlightened me not only in this thesis but also in my future study.

I shall extend my thanks to my teachers and classmates for their kindness and help, especially my friend Minmin, who has provided me with a lot of useful information. Last but not least, I’d like to thank my parents for their encouragement and three roommates for their support.

Contents

1. Literature review 2

2. CBI teaching method and the development of FL teachers 3

2.1 CBI teaching method 3

2.2 The reform of college English teaching under CBI 3

2.3 CBI teaching requirements for FL teachers 4

3. Some problems in the practice of Chinese FL teaching with CBI 4

3.1 The lack of FL teachers 4

3.2 Specific problems exist in practice 5

4. FL teachers’ beliefs under CBI teaching 5

4.1 The effects of teachers’ beliefs 5

4.2 The current situation of FL teachers’ beliefs under CBI teaching 6

4.3 The factors influencing the FL teachers' beliefs 6

4.4 The FL teachers’ beliefs adapting with CBI teaching method 7

4.5 The cultivation of FL teachers’ beliefs 7

4.5.1 From top to bottom 7

4.5.2 Teachers' self-development 8

4.5.3 The process of the changing of teachers' beliefs 9

5. FL teachers’ knowledge construction under CBI teaching 9

5.1 The effects of teachers’ knowledge 9

5.2The current situation of FL teachers’ knowledge construction under CBI teaching 10

5.3 The FL teachers’ knowledge adapting with CBI teaching method 10

5.4 The approaches for FL teachers’ knowledge development 11

5.4.1 From top to bottom 11

5.4.2 Teachers' self-development 11

5.4.3 Cultivation of the cooperation spirit for English teachers 11

5.4.4 College English teachers' information literacy 12

6. Conclusion 13

References 14

A Brief Analysis of Foreign Language Teachers’ Beliefs and Knowledge Construction with CBI Teaching Method

Kong Ting

Department of English

School of Languages and Cultures

Nanjing University of Information Science amp; Technology

Abstract: CBI, or CBI instruction (content-based instruction) refers to using the target language as a medium to transfer knowledge. It is a teaching method that helps students learn language knowledge and language skills in the process of learning content knowledge. Educators have paid much attention to this method in recent years. This mode of education has also put different requirements on teachers' beliefs and knowledge construction. To study on foreign language teachers' beliefs and knowledge construction with CBI teaching method will help teachers develop in a better way and can help students find a better way to learn English.

Key words: CBI teaching method, Foreign language teachers’ beliefs, Foreign language teachers’ knowledge construction

摘要：内容依托式教学，即CBI教学（content-based instruction）是指用目标语为媒介来传授相关学科知识内容，使学生在学习学科知识内容的过程中学习语言知识和培养语言技能的一种教学方法。近年来，教育界越来越关注这种教育理念。这种教育模式对教师的信念和知识构建也提出了与以往不同的要求。研究基于内容依托式教学的外语教师信念和知识构建，将有利于教师更好地发展，也有利于学生更好地受教。

关键词：内容依托式教学; 外语教师信念; 外语教师知识构建

1. Literature review

The theory of CBI teaching starts from the 1960s, when Immersion Experiment Teaching was put forward in Canada Montreal (Lambert amp; Tucker1972). In the 1980s, Mohan (1985) gave it an incisive elaboration. Briton (1989) and some other educators have presented three operation modes about language and profession. Some scholars of our country also began to focus on overseas research on CBI. Because they think this approach can deepen their understanding of their second language learning and deepen their understanding of language learning purposes, since the purpose of language teaching is to train the students to use and master the actual content of the target language, to train their communication skills. Related studies (杨德祥, 赵永平, 2011:64 ) show that CBI can not only improve students' language skills, but also can help to develop students' critical thinking skills. In China, studies about the implementation of this method shows that there are many problems to be solved , such as teachers’ lack of specific linguistic knowledge and skills, the way to test the validity of the method and so on (夏洋, 常俊跃, 2010: 8-12).

Some scholars in China have also carried out some researches about foreign language teachers' beliefs and knowledge building: such as Feng (冯新华, 2012: 33-84), Ding (丁仁仑, 2014: 84-114), and other scholars. They paid much attention to teachers' beliefs—Some of them thought that teachers should not only be able to teach students how to listen, speak, read and write, but also should be virtuous, be aware of the East and the west; some believed that the English teachers' belief system was mainly composed of four dimensions: teachers' belief systems in their minds, instruction belief system in classrooms, environment belief systems in schools, and social belief systems; In terms of studies on foreign language teachers’ knowledge construction, Gao (高战荣, 2008: 137-138) thought that with the new teaching targets, teaching means, and students with higher level, English teachers had to improve their teaching, and had to recognize that their knowledge structures are facing a full re-integration. Both subject knowledge structure and cross subject knowledge structure need adjustment, enrichment, and improvement. Only by this way can they be qualified with competence to new teaching tasks.

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