A Study on Content-based Instruction English Teaching Approach from the Interactive Law of Hexagram in Chinese I-Ching

• Main Authors: Wei-Hsuan Liang, 梁維軒
• Other Authors: Ching-Zhong Guey
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/h6y9z8

碩士 === 義守大學 === 應用英語學系 === 102 === The purpose of study seeks to incorporate ideas from Chinese classical wisdom and to investigate the validity of such incorporation in terms of Content-based Instruction English teaching approach. The thesis intends to explore the relationships between learners'' variables (Thinking-Feeling, Intuition-Sensing, and Extrovert-Introvert) and the variables (Teacher, Methodology, and Assessment) underlying Content-Based Instruction (CBI) through analysis of interactive law. The research question was proposed to be explored: Is there a dynamic relationship between learners’ variables and interactional settings in CBI, as predicted by the interactive law of Chinese I-Ching hexagram? In this study, 30 junior students from Applied English I-Shou University, which is located in Kaohsiung city, were selected to do two questionnaires (one adopted from Myers-Briggs Type Indicator and the other self-made scale on interaction of instructional settings and learners'' temperament types) by using multistage sampling. Besides, eight students were selected from those 30 students for interview by using purposeful random sampling. The major findings reveal that learners of Wind, Lake, Water, Fire, Thunder and Mountain trigrams fit the predictions of interactive law; however learners of Heaven and Earth trigrams unfit. Suggestions of the present study are thus twofold. Firstly, maximize the sample size. Secondly, instructors can adopt the class division and experiential learning approach, thus enhancing their English proficiency.