How Content-Based Instruction Class Influences The Chinese Acquisition Of Foreign Undergraduates

The number of foreign undergraduates studying in China has grown rapidly in recent years, and reforms have been done in learner group, learning motivation, learning aim and learning environment diversification. Thus, it’s necessary to find out how to make the full use of language learning in the shortest time, in the most effective way and at the least cost.This paper aims to explore how Content-Based Instruction (CBI) class influences the Chinese acquisition of foreign undergraduates systematically through the case study. After learning in these courses focused on both fostering language acquisition and content study, what has happened?At the very beginning, CBI-related theories are discussed. It is concluded that the courses, Calligraphy, Chinese Culture, and Regional Economic and Culture, offered by the School of International Studies of Zhejiang University for undergraduates from Copenhagen University, are under the theme-based teaching mode. Then, basic information about the teaching is provided. Third, there is a brief introduction to the significance, content, methods and subject of the research.With questionnaire and sample interview analysis, this paper focuses on how Calligraphy, Chinese Culture, and Regional Economic and Culture influence foreign undergraduates’Chinese listening, oral Chinese, Chinese reading, Chinese writing, Chinese translation, etc. It is concluded that the theme-based CBI courses function positively when foreign undergraduates learn Chinese.Finally, the conclusion is put forward, and advantages and disadvantages of this research are also mentioned.