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What is Discourse Factors

Chapter 12
Examining Content and Language Integrated Learning (CLIL) Theories and Practices
One group of factors is due to communication as a process of exchanging information, the other deals with cognition as one of the modes of perception and compilation of ideas, the third involves pragmatics as knowledge of the subject of communication and the ability to apply this knowledge in practice, and the fourth group of factors follows from sociocultural characteristics (knowledge, covering both communicative and non-communicative goals, which are manifested in the implementation of social, textual, discourse aspects in specific real communicative situations).
Published in Chapter:
Content-Based EFL Teaching to Undergraduate Science Students: A Discourse Perspective
Olga A. Obdalova (National Research Tomsk State University, Russia)
Copyright: © 2020 |Pages: 18
DOI: 10.4018/978-1-7998-3266-9.ch012
Abstract
This chapter explores the contextual and linguistic potential of the content-based approach in language teaching. The first part of the analysis focuses on the theoretical underpinnings of this approach. The analysis of the cognitive-discursive activity of a non-native learner of a foreign language reveals the complex multi-level organization of cognitive-discursive activity. The author anticipates that context plays a decisive role in the processes of perception and understanding of a foreign language message embedded in a context. The second part of this chapter synthesizes research on learning outcomes in content-based EFL teaching of undergraduate science students. It deals with classroom-based research and participants' use of English taking account discourse factors, students' language resources, and didactic potential of the content-based teaching model. The findings demonstrated that the designed theme-based teaching framework proved to be more effective for science undergraduate students' speech skills development and acquisition of topic-related vocabulary.
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