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1.1 Introduction
研究文献的回顾表明，有基于内容的教学（CBI）在海上主要在中国大学英语教学领域的影响的实证研究较少。本研究试图填补这一空白，提高航海专业学生的英语水平和学习动机，特别专注于构建一个新的CBI海上专业大学英语教学模式探索CBI的有效性。本章首先介绍了开展这项研究的研究者的个人动机。然后，本章介绍了后台运行的研究，包括国外英语教学和英语教学在中国以及航运主要在中国大学英语教学的挑战。接下来，本章的范围，目标和研究的意义进行了阐述。最后，本章概述论文的整体结构。A review of the research literature demonstrates that there are fewer empirical studieson the effects of Content-Based Instruction (CBI) in the field of maritime major CollegeEnglish teaching in China. This study attempts to fill in this gap by exploring theeffectiveness of CBI in improving maritime major students’ English proficiency andlearning motivation, with a particular focus on constructing a new CBI maritime majorCollege English teaching mode. This chapter first describes the researcher’s personalmotivation for carrying out this research study. Then, this chapter describes thebackground of the study, including English language teaching abroad and English languageteaching in China as well as the challenge to maritime major College English teaching inChina. Next, the scope, aim and significance of the study are expounded in this chapter.Finally, this chapter outlines the overall structure of the thesis.

1.2 Personal Motivation
This study originates from my personal teaching experience in the field of EnglishLanguage Teaching (ELT) in the higher institution. I’ve been teaching College English formore than ten years and I show my great interest in the reform of College English teachingmode. Since 2003, I’ve been in charge of a series of College English reform programs ofdifferent levels with the main purpose of cultivating and enhancing the students’ Englishcomprehensive abilities. But as the reform went further, I found the students’ Englishpractical abilities are limited to simple communication and they cannot carry on the topicrelated to their major because of poor vocabulary range. My interest grew further inlooking for a more effective teaching mode to improve students’ English proficiency andlearning motivation. I engaged in the whole process of the innovation when I found CBIapplied in ELT in western countries.
In the 1980s, content-based English instruction has been developed from the teachingmethodology of Canadian French Immersion programs. Second language learning can beeffective when the process becomes a vehicle combining language acquisition andacademic subjects. In other words, CBI is the method that integrates the target language and content to make the learning both useful and meaningful (Mohan, 1986; Cradall, 1993;Mohan & Beckett, 2001). Its application in Educational contexts is often associated withgenesis of language immersion education in Canada in the late 1960s and later, withEnglish for Specific Purposes (ESP) program in the United States and Great Britain. Butthe research applying CBI into the field of English for General Purposes (EGP) is rare.Maritime major College English is a branch of EGP, with the purpose of helpingmaritime major students acquire the basic skills, such as listening, speaking, reading andwriting via learning the content related to maritime themes. This study is to probe into theeffectiveness of CBI in improving maritime major students’ English proficiency andlearning motivation. By carrying out the experiment, the present study aims to find outwhether CBI is more effective in improving maritime major students’ English proficiencyand learning motivation th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。