Keywords: CBI；; Teaching methods; Summary of research
1. Introduction
In the process of second language acquisition, how to become the most effective learning method has always been a controversial issue. A more successful approach is to combine language with subjects and take language as a medium for learning subject knowledge, rather than simply taking language as the purpose of learning. Content-based teaching is a teaching method that combines language teaching with subject teaching. This teaching method points out that the best environment for language learning is to put the language into the subject, rather than learning in isolation. Widdowson (1968, 1978) first proposed that language teaching and subject teaching can be completely combined, and the process of English acquisition can be mediated by other subjects. He believes that combining language with subjects can not only keep students' personal level in touch with teaching practice, but also provide us with more means to use language as a communication tool. CBI can take into account the specific learning needs of students and will promote the learning of new knowledge based on disciplines.
2. Definition of 2.CBI
CBI refers to a language teaching method based on a certain subject or subject content, which is intended to combine language learners' learning of subject content. The focus of language teaching is no longer to teach the language itself, but to acquire the target language ability by learning subject knowledge. It emphasizes the integration of language system and content and the use of target language for teaching. CBI teaching philosophy can be divided into three modes: asylum mode, auxiliary mode and theme mode. In the application of CBI, the "6T" method can be used to represent theme, chapter, topic, clue, task and transition respectively. The emergence of CBI benefits from communicative teaching method.
3. Summary of CBI research abroad
An important theoretical source of CBI is the input hypothesis of second language acquisition research. Krashen S.D.( 1985) put forward five hypotheses of language acquisition theory, one of which is the meaningful input hypothesis.
CBI teaching originated in Canada, and its development process has mainly gone through three stages, namely, practice, theory and the combination of practice and theory. Immersive language teaching is the earliest form of CBI foreign language teaching. Interdisciplinary language teaching is the most influential CBI project. This project involves teaching all aspects of language application, such as reading, writing and speaking. This movement has had a strong influence on the theory and practice of second language teaching, and laid a realistic foundation for the development of CBI.
Widdowson first proposed that language teaching and subject teaching can be completely combined, and the process of English acquisition can be mediated by other subjects. However, since the 1980s, CBI teaching philosophy has been widely concerned, and the integrated teaching of language and internalization has gradually become a field of general concern in education and linguistics. Mohan is one of the founders of CBI teaching philosophy. His book Language and Content published in 1986 contributed to the wide adoption of CBI in many countries. He pointed out that "the separation of language and specialty makes language lose its function as a tool, and at the same time makes communication lose its purpose and authenticity"; "In the knowledge classroom, we often ignore the role of language as a learning tool; In Chinese class, we can't see anything that can be exchanged. " Brinton et al. (1989) pointed out that CBI actually belongs to the category of communicative language teaching, and further systematized the theory of CBI, and divided the teaching concept of CBI into three modes: protective mode, auxiliary mode and thematic mode. In order to apply CBI to practice more directly and effectively, Stroller( 1997) put forward the "6T" method, which stands for theme, text, topic, clue, task and transition respectively. Miriam Met (1999) talked about her views from the perspective of CBI teachers. She pointed out that qualified CBI teachers should have both language and professional content expertise, so they must be fully prepared in the following aspects: a. Content knowledge; B. the way of content teaching; C. understand the acquisition process of a second language or foreign language; D. language teaching methods; E. preparation and selection of teaching materials; F. understand the evaluation method.
From the above summary, we can see that foreign language content based on teaching practice exists at all levels of universities, middle schools and primary schools, and there are empirical studies in different academic fields, especially the applied research on improving learners' language ability is fruitful. This fully proves that the content-based teaching method is feasible in foreign language teaching.
4. Summary of CBI research in China.
In the late 1970s and early 1980s, as affiliated institutions of the University of California, the University of Los Angeles and three China universities, some education centers were established. A large number of English-speaking visiting scholars have been invited to teach language and core courses. It was then that the CBI model began to enter the vision of China's education system. Through CBI teaching method, domestic academic circles have the opportunity to introduce and absorb foreign advanced research results for our use. However, as Brinton and her colleagues (1989) concluded, "the task of improving team efficiency falls more on the shoulders of American teachers, while China teachers have different positions in the team." They blame China teachers' passive and passive participation in teaching on their lack of confidence in their own language and their lower income compared with American teachers.
1994 Wang Shixian first introduced the basic concept and original mode of CBI to Chinese people, and theoretically explored the possibility of applying CBI in foreign language teaching in China. Cai Jian (2002) discussed his views from the perspective that CBI teaching mode provides theoretical support and practical strategies for second language teaching mode; Yu Liming & Han Jianxia (2003), Dai Qingning & Lu Ye (2004) and Yuan Pinghua (2006) made a comprehensive and profound theoretical discussion on CBI language teaching abroad.
Since 2005, some authors (or research groups) have published reports on their practice or experiment of CBI teaching concepts, models and methods in various foreign language courses. For example, Yuan Pinghua (2008) found that the implementation of content-based teaching had a good influence on students' learning motivation and learning strategies, which made them use English more actively. Shang (20 10) expounded the empirical research of CBI in English teaching in higher vocational colleges. In addition, some graduate students showed interest in the application of CBI in English teaching in China and wrote their master's thesis. For example, Yang Yuying of Northeast Normal University (2005) proved that CBI is a feasible teaching method in China, which can not only improve the language ability of the educated, but also improve their professional knowledge.
Theoretical and practical research on CBI at home and abroad shows that CBI teaching method can achieve certain results for students of all levels in various language learning environments. Therefore, we should learn from this foreign language teaching theory and verify it in teaching experiments, which will provide some new enlightenment for our foreign language teaching.
5. Conclusion
In the teaching and research of English as a second language, CBI is also a booming field, which has been developed in western countries, especially the United States for many years. However, in China, the research on CBI is still quite limited, and most of them stay in introducing foreign research results. In addition, some scholars or researchers have made a preliminary study on the application of CBI in English classes in China, but there is a lack of in-depth discussion. It can be seen that there are still many aspects about CBI that deserve our serious exploration.
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About the author: Xu Jing (1988.6-), female, Manchu, from Chifeng City, Inner Mongolia, is a graduate student of the School of Foreign Languages of South-Central University for Nationalities, majoring in English education.