The Application Of CBI In English Teaching In Secondary Vocational-Nursing School

The Content-Based Instruction model has increasingly become a teaching concept that is widely concerned by the fields of education and linguistics around the world since the 1980 s.In China,applied research on the CBI teaching model has also been carried out at the stages of higher and secondary education and has attracted the attention of language education researchers.However,there is still a huge research vacuum for the use of the CBI concept in English teaching in secondary vocational schools.Nursing secondary vocational school students are junior high school graduates,and most of them graduated from school with low English scores and poor English learning ability.It is very difficult to carry out Nursing English teaching.Therefore,this study attempts to apply the CBI teaching model in nursing English,aiming to evaluate,revise and improve current teaching plans,curriculum design,teaching methods through the research.The study also wants to explore a generally applicable CBI teaching model,which will provide a decision basis for the feasibility of CBI English teaching in secondary schools.In order to discuss the feasibility of applying the CBI concept to English teaching in secondary vocational schools,qualitative and quantitative research methods were used to examine the four issues of the paper.The issues are whether the CBI model can stimulate students’ interest in English learning;whether the CBI model can help improve the quality of English teaching;what are the advantages of CBI and what are the problems in using CBI in English teaching.The research instruments included questionnaire surveys,the experimental research and interviews.The sample of this study was 96 students from the second-year foreign-related nursing major.Among them,there were 47 students in Experimental Class and 49 students in Control Class.2 teachers and 16 students of the two classes participated in the interviews.Information and questionnaire data were gathered and subsequently analyzed quantitatively with Statistical Package for the Social Sciences(SPSS 20.0)software.And the attitudes and opinions of the interviewed teachers and students were also compared and summarized.It is shown that many participants have a positive attitude towards the teaching of this model.Firstly,due to the organic combination of English language skills and subject content knowledge learning,students’ learning motivation has not only been greatly stimulated,but their learning interest has been significantly improved as well.Secondly,the multi-form activities and real tasks in the classroom mobilize the enthusiasm of the students to stimulate them to take the initiative to learn and thus effectively improve the teaching quality.Thirdly,with the integration of Nursing English and nursing professional knowledge,students have more practical opportunities to practice language,which improves not only students’ English level but also their adaptability to the future career.Finally,the interviewed teachers and students also put forward relevant opinions and suggestions on the problems in the teaching process.Based on the result of this study,the enlightenment can be made as follows: First of all,compared with the traditional grammar teaching methods,the CBI concept emphasizes the subjectivity of students and the learning process.Students learn the target language while learning the subject knowledge.What’s more,cooperative learning of CBI promotes communication between students,teachers and students,improving students’ communicative competence.Last but not least,the integration of language and professional knowledge have acted as a catalyst,providing students with opportunities to exercise language and also consolidating professional knowledge.However,as the application of the CBI teaching model in secondary vocational schools is rare,there are still many problems in the implementation of teaching,such as double-qualified teachers and the impact of learner gender differences on learning,which need to be further studied in order to provide a reference for the reform of English teaching in secondary vocational schools.