Application of CLIL in Bilingual Teaching of Marine Electrical Equipment and System

Jin-nan ZHANG, Man WANG, Hao-liang WANG


In a context characterized by the increasing presence of bilingual teaching in universities with specialized course, this paper presents a practice in maritime education using content and language integrated learning (CLIL) method. In order to improve the bilingual teaching effect of specialized courses, this study takes the marine electrical equipment and system as an example. The students from the 2016 and 2017 classes of the Dalian Maritime University are the research subjects, and the students are divided into the traditional teaching group and CLIL teaching group. The traditional teaching group adopted the traditional teaching method, and the CLIL teaching group adopted the CLIL teaching method based course design. The teaching effect is evaluated by students’ learning interest, learning satisfaction, classroom performance and professional knowledge. The practice result shows that compared with the traditional teaching method, the CLIL teaching can improve students' interest in learning, strengthen the interaction between teachers and students, significantly improve the teaching effect, and provide reference and experiences for the bilingual teaching reform of maritime education.


CLIL, Bilingual teaching, Maritime education


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