分析以教学内容为基础的语言教学法(CBLT)在将语言学习与 Tefl 的学科教学相结 合方面的有效性

Bundit Anuyahong, Kannarong Songakul
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摘要

本研究探讨了基于内容的语言教学(CBLT)在英语作为外语(TEFL)教学中的有效性,重点关注其对语言能力和学科学习的影响。CBLT 将语言教学与学科内容相结合,旨在同时提高语言技能和认知能力。研究采用了混合方法,在包括小学和中学在内的多种 TEFL 环境中评估 CBLT 的效果。来自前测和后测的定量数据,辅以调查,衡量了与传统方法相比,接受 CBLT 的学生在语言能力和学业成绩方面的进步。定性方法,如课堂观察、教师访谈和学生焦点小组,提供了对教学过程和学习者体验的更深入的见解。研究结果表明,在 CBLT 课堂上,学生在听、说、读、写各方面的语言能力都有明显提高。科学、数学和社会研究等学科的学业成绩也有所提高,这证明了语言学习与内容学习相结合的有效性。此外,CBLT 通过将语言技能与学术背景下的实际应用联系起来,提高了学习者的参与度和积极性。教师的观点强调了 CBLT 在促进跨学科学习和满足不同学生需求方面的优势,尽管在课程整合和不同语言水平方面存在挑战。这项研究强调了跨学科语言教学通过为所有学生提供公平的语言和内容学习机会,促进全纳教育的潜力。这些发现为教育实践提供了宝贵的见解,强调了将语言教学与学科学习相结合的重要性,以提高全球 TEFL 环境下的教育成果。
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ANALYZING THE EFFECTIVENESS OF CONTENT-BASED LANGUAGE TEACHING (CBLT) APPROACHES IN INTEGRATING LANGUAGE LEARNING WITH SUBJECT MATTER INSTRUCTION IN TEFL CONTEXTS
This study examines the effectiveness of content-based language teaching (CBLT) in teaching English as a foreign language (TEFL) contexts, focusing on its impact on language proficiency and subject matter learning. CBLT integrates language instruction with academic content, aiming to enhance both linguistic skills and cognitive abilities simultaneously. The research employed a mixed-methods approach across multiple TEFL settings, including primary and secondary schools, to evaluate CBLTs efficacy. Quantitative data from pre-tests and post-tests, supplemented by surveys, measured improvements in language proficiency and academic achievement among students exposed to CBLT compared to traditional methods. Qualitative methods, such as classroom observations, teacher interviews, and student focus groups, provided deeper insights into instructional processes and learner experiences. Findings indicate significant enhancements in students language proficiency across speaking, listening, reading, and writing skills in CBLT classrooms. Academic achievement in subjects like science, mathematics, and social studies also showed improvements, demonstrating the effectiveness of integrating language and content learning. Moreover, CBLT fostered higher levels of learner engagement and motivation by linking language skills with practical applications in academic contexts. Teacher perspectives highlighted the benefits of CBLT in promoting interdisciplinary learning and addressing diverse student needs, albeit with challenges related to curriculum integration and varying language proficiency levels. The study underscores the potential of CBLT to promote inclusive education by providing equitable access to language and content learning for all students. These findings contribute valuable insights to educational practices, emphasizing the importance of integrating language instruction with subject matter learning to enhance educational outcomes in TEFL contexts globally.
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