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an the traditional teaching method (TTM), and what type of newCBI maritime major College English teaching mode can be constructed. In addition, theresearch attempts to find and solve the possible problems in the implementation of CBIadopted in maritime major College English teaching as well as other academic field.

1.3 Background of the Study

1.3.1 English Language Teaching Abroad
The key methods in ELT abroad include Grammar-Translation Method, DirectMethod, the Oral and Situational Language Teaching, Audio-lingual Method, TotalPhysical Response, Communicative Language Teaching (CLT), etc. Thanks to the abovekey methods in ELT abroad, they all played an important role in the different developmentperiod of ELT. It’s hard to say which is the best of these methods because they all havetheir own strengths, weaknesses and influence.

CHAPTER TWO LITERATURE REVIEW

2.1 Introduction
As stated in Chapter One, the aim of this study is to probe into the effectiveness ofCBI in improving maritime major students’ English proficiency and learning motivation,and attempt to construct a new CBI maritime major College English teaching mode. Thisstudy focuses on constructing a new CBI maritime major College English teaching mode.This chapter focuses on defining and describing CBI in ELT, including the definition,the origin, the impact, the models, studies on CBI and the innovation as well as introducingsome information about ME & maritime major College English. The purpose of this is toconceive the theoretical framework of this research and pose research questions andhypotheses. This will also help to construct a new CBI maritime major College Englishteaching mode, including teaching materials, teaching approach, learning effect, coursedesign, learning concept and assessment system which will be further analyzed anddiscussed in the following chapters.

2.2 Overview of Content-Based Instruction
CBI has emerged as a framework for addressing learners’ academic and cognitiveneeds via integrating language and content. Although this approach has existed for decades,it received more attention over the last three decades or so, following the great successes ofimmersion programs in Canada and the United States. In this section, I shall provide adetailed description of the approach and its principles.

Chapter Three Research Methodology .......... 67-79
    3.1 Introduction ..........67
    3.2 Methods ..........67-73
    3.3 Research Setting, Subjects and Instructors ..........73-75
        3.3.1 Research Setting.......... 73
        3.3.2 Subjects ..........73-74
        3.3.3 Instructors.......... 74-75
    3.4 Research Procedure..........75-78
    3.5 Summary ..........78-79
Chapter Four Data Analysis and Discussion.......... 79-131
    4.1 Introduction.......... 79
    4.2 Analysis and Discussion of Data from Questionnaire.......... 79-83
    4.3 Analysis and Discussion on Results ..........83-91
        4.3.1 Analysis on Pretest ..........83-85
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