On The Application Of PBL In The Teaching Of English In College As A Supplementary Approach

The history of the teaching of English can be traced to the seventeenth and eighteenth centuries. Many reforms have been carried out both at home and abroad in the hope of enabling learners to learn English more efficiently. However, the objectives of English teaching in China are still mainly examination-oriented. With surging economic globalization, the current teaching goals are in bad need of improvement. Ever since the 1990s, problem-based learning (PBL) teaching method, which is learner-centered, has been widely used in Western countries and has been valued as highly by many language experts. Given the concept of PBL is still new to most English teachers in China, this thesis intends to do a tentative study on the application of PBL in the teaching of English with the expectation of providing a scientific reference for the reform of the English teaching system.This tentative study is based on the teaching theories of second language acquisition and constructivism. The Constructivists insist that language learners should develop their understanding of the conventions of language use by engaging in the kinds of language activity found in real life, and not by learning lists of rules. By solving real world problems, language learners are offered more opportunities to put the language into practical use. Spolsky(1989) also holds firmly in his Conditions for Second Language Learning that very crucial are the ideal learning environment, positive learning motivation and interest in the process of second language acquisition.The whole research work is completed by means of pre-experiment survey (A questionnaire.); two experiments on the application of PBL in English teaching; post-experiment survey (A questionnaire.). The experiments are done among 33 first-year English majors of Tongji University. After integrating PBL into the college English teaching process and the analysis of the feedback of the students'attitude toward English study before and after the experiments, we find: among the students involved in PBL programs, over 60% of students are showing greater interest in English learning; 87% of them believe PBL should be integrated into language teaching in order to foster their critical thinking skills; 67% of the students have become more and more aware of the...