Content-Based Instruction, Task-Based Learning

Content-based instruction (CBI), task-based learning
(TBL) and business case study (BCS) come from
different traditions, but this book takes the
affinities between these three approaches and puts
forward a 3-in-1 theoretical framework for their
incorporation into business English teaching.
Meanwhile three aspects of content knowledge
involved in an EBP class are delivered by means of
these three teaching approaches in a number of
principled ways. The author-researcher uses the
business case study both as an approach to doing a
case and as a discussion task, for her English for
business purposes teaching. Additionally, the book
aims to explore the nature of content knowledge and
its role in enhancing verbal participation in
content-driven discussion tasks in the EFL
classroom. The empirical data provide some evidence
of the relatively different patterns of
effectiveness of the three teaching approaches. This
book should be useful to those who are concerned
with EBP teaching and research with specific
reference to the methodology for EBP, content
knowledge and the need for active classroom
participation.

Autorentext
Wenhua Hsu is an associate professor at I-Shou University,
Taiwan. She obtained her MBA degree in Kansas State University,
U.S.A. and a Ph.D. degree in the field of ESP in University of
Essex, U.K.

Klappentext
Content-based instruction (CBI), task-based learning (TBL) and business case study (BCS) come from different traditions, but this book takes the affinities between these three approaches and puts forward a 3-in-1 theoretical framework for their incorporation into business English teaching. Meanwhile three aspects of content knowledge involved in an EBP class are delivered by means of these three teaching approaches in a number of principled ways. The author-researcher uses the business case study both as an approach to doing a case and as a discussion task, for her English for business purposes teaching. Additionally, the book aims to explore the nature of content knowledge and its role in enhancing verbal participation in content-driven discussion tasks in the EFL classroom. The empirical data provide some evidence of the relatively different patterns of effectiveness of the three teaching approaches. This book should be useful to those who are concerned with EBP teaching and research with specific reference to the methodology for EBP, content knowledge and the need for active classroom participation.