THE ROLE AND IMPORTANCE OF CONTENT-BASED INSTRUCTION FOR DEVELOPING STUDENTS’ SPEAKING SKILLS
Abstract
This article aims to discuss the role and significance of Content-Based Instruction (CBI) in improving students’ speaking performances. It indicates how CBI boosts motivation, facilitates authentic interaction, and makes learners get prepared for academic and professional communication. It is apparent that speaking is commonly considered as one of the most important yet complicated skills when acquiring the second language. Not only does it reflect a learner's capacity to make use of the language during real life interaction, but also functions as a key indicator of overall oral proficiency. Nevertheless, in many conventional language classrooms, speaking skill stays underdeveloped just because an overemphasis tends to be given on grammar drills, vocabulary memorization, and isolated language exercises. These methods don’t necessarily provide students with meaningful choices to harness language in practical purposes, especially in communicative contexts. In contrast, Content-Based Instruction (CBI) puts forward an inventive and productive approach that combines language learning with the study of academic or thematic contents. Instead of learning language in isolation, it is better for students to obtain linguistic skills in accordance with the engagement with authentic topics that are intellectually motivating and applicable to their interests or educational needs. This combination encourages a communicative atmosphere where students can use the target language to form meaning, exchange ideas, ask questions, and state opinions, hence promoting the improvement of speaking skills in natural and purposeful manners. Throughout the literature review section, this article states that CBI is an influential approach so as to develop oral proficiency in second language classrooms.
Keywords
Content-Based Instruction (CBI); speaking skills; language acquisition; communicative competence; oral proficiency, target language, second language acquisition; motivation for learner; academic speaking; language pedagogy; purposeful communication; integrated instruction.
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