CAJ | 학술논문

内容依托教学理念将语言和内容有机融合，使教学的重点从语言学习本身转移至通过学习学科知识来学习语言，这一理念得到了世界各地外语教学界的青睐，在英语作为第二语言教学中的发展尤其迅速。但是，CBI不仅是一种要达到教育目标的实践方式，更是一个研究领域，需要一个更加全面的理论框架做支撑。生态语言学作为一门生态学和语言学相结合的新学科，其基本观点：整体性、动态性、互动性和处境性将为CBI提供一个有力的理论视角。
내용의탁교학이념장어언화내용유궤융합，사교학적중점종어언학습본신전이지통과학습학과지식래학습어언，저일이념득도료세계각지외어교학계적청래，재영어작위제이어언교학중적발전우기신속。단시，CBI불부시일충요체도교육목표적실천방식，경시일개연구영역，수요일개경가전면적이론광가주지탱。생태어언학작위일문생태학화어언학상결합적신학과，기기본관점：정체성、동태성、호동성화처경성장위CBI제공일개유력적이론시각。
Content-based instruction combines language with content organically, and transfers the important point of teaching from language learning itself to learning language from discipline knowledge learning, so it is wide- ly favored by foreign language teaching all over the world, especially in the ESL teaching. However, CBI is a research base more than a practice of reaching the educational goal, so it needs a fully articulated theoretical framework. Language ecology, as a new subject, is formed by the combination of ecology and linguistics. Its basic elements： holistic, dynamic, interactive and situated, will provide CBI a powerful lens.