Impact of content-based language instruction on EFL young learners' language development and learning motivation
This study examined the impact of Content-based language instruction on primary EFL young learners in Taiwan in terms of learning motivation and language development. It investigated how content-based language instruction, impacts on learners' learning motivation, language attitude, classroom anxiety, and language development. The impetus of the present study was motivated by the growing population attending private institutions for better language instruction in Taiwan and research indicating that language is more effectively learnt when the target language is in authentic use. Content-based language instruction has been widely implemented as a L2 instruction approach in North America and Europe since the 1980's, after the Success of the innovative French immersion programme in Quebec, Canada in 1965. Numerous studies have shown impressive results on learners' L2 development while learning other subjects by using their L2 (Swain, 1982, Chamot, 1985, O'Malley, 1987, Brinton, 1989, Akunal, 1992). This teaching approach has proved to be effective for developing learners' functional language fluency, academic achievement and is thought to be motivating. This study employed, a case study design. English proficiency
Huang, Kuei-Min
Impact of content-based language instruction on EFL young learners' language development and learning motivation. This study examined the impact of Content-based language instruction on primary EFL young learners in Taiwan in terms of learning motivation and language development. It investigated how content-based language instruction, impacts on learners' learning motivation, language attitude, classroom anxiety, and language development. The impetus of the present study was motivated by the growing population attending private institutions for better language instruction in Taiwan and research indicating that language is more effectively learnt when the target language is in authentic use. Content-based language instruction has been widely implemented as a L2 instruction approach in North America and Europe since the 1980's, after the Success of the innovative French immersion programme in Quebec, Canada in 1965. Numerous studies have shown impressive results on learners' L2 development while learning other subjects by using their L2 (Swain, 1982, Chamot, 1985, O'Malley, 1987, Brinton, 1989, Akunal, 1992). This teaching approach has proved to be effective for developing learners' functional language fluency, academic achievement and is thought to be motivating. This study employed, a case study design. English proficiency
impact content based language instruction efl young learner language development learn motivation study examine_impact content based language instruction primary efl young learner taiwan term learn motivation language development investigate content based language instruction impact learner_learn motivation language_attitude classroom anxiety language development impetus present_study motivate grow_population attend private institution well language instruction taiwan indicating language effectively learnt target_language authentic use content based language instruction widely implement instruction north america europe since success innovative french immersion programme canada numerous study_show impressive learner development learn subject use teach prove effective develop learner functional language fluency academic achievement think motivating study employ case_study design english proficiency