Effects of content and language integrated learning class design based on the first principle of instruction theory: A case study

Hao Hao, Hitoshi Susono, Masanori Yamada

研究成果: 書籍/レポート タイプへの寄稿会議への寄与

1 被引用数 (Scopus)

抄録

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL.

本文言語英語
ホスト出版物のタイトルProceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018
編集者Demetrios G. Sampson, Demetrios G. Sampson, Pedro Isaias, Dirk Ifenthaler, Dirk Ifenthaler, Luis Rodrigues
出版社IADIS Press
ページ201-207
ページ数7
ISBN(電子版)9789898533814
出版ステータス出版済み - 2018
イベント15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018 - Budapest, ハンガリー
継続期間: 10月 21 201810月 23 2018

出版物シリーズ

名前Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018

その他

その他15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018
国/地域ハンガリー
CityBudapest
Period10/21/1810/23/18

!!!All Science Journal Classification (ASJC) codes

  • 教育
  • 人工知能

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