Language learning in content-based English as a second language (ESL) classrooms
The recent introduction of content-based instruction (CBI) in Malaysian schools is increasingly seen as a methodology to develop students' English language proficiency. This study presents findings from two content-based language classrooms in a Malaysian school. The study seeks to determine...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2003
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| Online Access: | http://journalarticle.ukm.my/3105/1/1.pdf http://journalarticle.ukm.my/3105/ http://www.ukm.my/~ppbl/3L/3LArchives.html |
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| Institution: | Universiti Kebangsaan Malaysia |
| Language: | English |
| Summary: | The recent introduction of content-based instruction (CBI) in Malaysian schools is increasingly
seen as a methodology to develop students' English language proficiency. This study presents
findings from two content-based language classrooms in a Malaysian school. The study seeks to
determine to what extent negative feedback and teachers' feedback focused on form were made
available to the students. Feedback focused on form is considered essential for Second Language
Acquisition (SLA) (Long & Robinson, 1998). Subjects for this study were two teachers and their
80 students from ESL classrooms where literature was used as content in teaching English.
Audio-tape of teacher-student interaction was used to determine the extent to which such
feedback was available to learners. Results of the study show that the teachers provided negative
feedback and feedback focused on form consistent with theoretical claims made in SLA.
However, the negative feedback and feedback focused on form provided by the teachers were
minimal compared to feedback on content. Results of the study suggest that the teachers need to
focus more on form, particularly. syntactic forms, when providing feedback. |
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