"What is the most effective way of teaching a language?" There have been debates and research studies on this question throughout the history of language teaching. Through that time,new approaches and methods have been tried and applied as alternatives to the previous ones. From the 1950s to the 1980s, the rise and fall of a number of approaches and methods in language teaching gave the period the name "The Methods Era" and also led to the development of the Communicative Approach. Communicative approaches in language teaching were gradually accepted, in opposition to the ones focusing on structural aspects of language rather than the functional aspects. Among these approaches, Content-Based Instruction (CBI), focusing on the process and outcomes of learning rather than the method, gained importance in the 1990s and got its place in ELT. However, a cooperation between the language teachers and the content area teachers is required if CBI is to be succesful in purposeful program. This book provides Academic English needs of English medium departments from the content area teachers' point of view for the CBI curriculum being applied in a university program.
A Content-Based Instruction Curriculum by Needs Analysis
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"What is the most effective way of teaching a language?" There have been debates and research studies on this question throughout the history of language teaching. Through that time,new approaches and methods have been tried and applied as alternatives to the previous ones. From the 1950s to the 1980s, the rise and fall of a number of approaches and methods in language teaching gave the period the name "The Methods Era" and also led to the development of the Communicative Approach. Communicative approaches in language teaching were gradually accepted, in opposition to the ones focusing on structural aspects of language rather than the functional aspects. Among these approaches, Content-Based Instruction (CBI), focusing on the process and outcomes of learning rather than the method, gained importance in the 1990s and got its place in ELT. However, a cooperation between the language teachers and the content area teachers is required if CBI is to be succesful in purposeful program. This book provides Academic English needs of English medium departments from the content area teachers' point of view for the CBI curriculum being applied in a university program.
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