《以内容为依托的英语教学法》由都建颖所著，以大学英语教学的目的和途径为出发点，对“基于内容的语言教学”进行了详尽的研究。作者首先在理论上对这一教学法进行了探讨，包括“基于内容的语言教学”从不同角度阐述的不同定义、该教学法的主要特征以及在教学实践中存在的优势和可能面临的困难。然后从历史发展的角度，总结了自“洋务运动”至今的一百多年时间里，“基于内容的语言教学”在中国教育体制中的作用和影响。最后作者通过自己参加的以法律专业为内容的英语教学实践，总结了“基于内容的语言教学”在提高学习者语言学习动机、培养语言应用技能以及增强学习者批判性思维能力等方面的优势。

《以内容为依托的英语教学法》由都建颖所著，主要目的是帮助读者清楚准确地了解作为专门用途英语(English for Specific Purposes)的主要教学途径之一——以内容为依托的英语教学法(CBI，即Content—Based Instruction)。作者分析并总结了该教学法的概念、理论基础及实践模式，认为CBI有强式与弱式之分，并且在以英语为母语和英语为外语的教学环境中有不同的教学目的和特征；《以内容为依托的英语教学法》作者还从历史角度阐述了CBI在中国自19世纪60年代至21世纪所经历的三个历史发展阶段，并在介绍中国传统教育文化的基础上，探讨了CBI在当今中国高等教育中具备的优势以及面临的问题。

Background

Introduction

Chapter 1 Conceptualising CBI

1.1 Definitions of CBI from a diversity of aspects

    1. l. 1 A functional linguistic view of CBI

    1.1.2 A pedagogical aspect of CBI

    1.1.3 CBI as subset of integrated language and

         eontent teaching

1.2 Characteristics of GBI

    1.2.1 Subject-matter eore

    1.2.2 Authentic language and texts

    1.2.3 Focus on specific needs of specific student groups

1.3 Towards a definition

    1.3.1 Content-language integrated instruction(CLII)

         as the ideal form of CBI

    1.3.2 Content-based language instruction (CBLI)

         as the weak form of CBI

    1.3.3 Language-based content instruction (LBCI)

         as the strong form of CBI

1.4 Contextualizing CBI in EFL settings

Chapter 2 Relationship Between CBI， EAP and

      Other Language Teaching Approaches

2.1 CBI and EAP:the link and differences

    2.1.1 CBI as an approach to EAP

    2.1.2 CBI as extension of EAP

    2.1.3 Common ground between CBI and EAP

    2.1.4 Differences between EAP and CBI

 2.2 Distinguishing CBI from other approaches and

      methodologies

    2.2.1 Differentiating CBI from L2 content teaching

    2.2.2 Differentiating CBI from bilingual education

    2.2.3 CBI and the grammar-translation approach

    2.2.4 CBI and the task-based approach

Chapter 3 Theoretical and Practical Supports for CBI

 3.1 Theoretical support for CBI

    3.1.1 Krashen's comprehensible input hypothesis

    3.1.2 Swain's output hypothesis

    3.1.3 Cummins' framework of language proficiency

    3.1.4 O'Malley and Chamot's CALLA approach

 3.2 Practical support for CBI

    3.2.1 Immersion programs

    3.2.2 Language across the curriculum (LAC)

    3.2.3 Language for specific purposes (LSP)

Chapter 4 Advantages and Challenging Issues

        in CBI

 4.1 Advantages of CBI

    4.1.1 Teaching efficiency

    4.1.2 Students' motivation

    4.1.3 Learner needs

    4.1.4 Opportunities for language use and usage

 4.2 Challenging issues in CBI practice

    4.2.1 Teacher development

    4.2.2 The issue of teaching

    4.2.3 The issue of assessment

Chapter 5 CBI in Higher Education in China

 5.1 Education in Chinese culture

    5.1.1 Teacher as academic authority

    5.1.2 Highly valued academic achievement

    5.1.3 Learning as a process of knowledge receiving

    5.1.4 Learning as a process of thinking

 5.2 CBI in China:a historical review

    5.2.1 CBI in China during the Foreign Affairs Movement

         (Between the 1860s and the 1890s)

    5.2.2 The wave of CBI since the 1980s

    5.2.3 CBI in the twenty-first century

 5.3 Practice of CBI in further and higher education in China

    5.3. ] Course books

    5.3.2 Teacher preparation

Conclusion

Bibliography