| Content-Based Instruction enjoys its popularity in second language education studies in Western countries since 1980s, and it has been accepted by Chinese scholars in recent years. However, there have been few researches applying CBI to the education of English majors, especially education of first- and second-year English majors. This thesis is to explore the feasibility of Content-Based Instruction for English majors at fundamentalstage in Chinese colleges and universities.The thesis aims to investigate the feasibility of CBI application to English majors at fundamental stage in China and offer practical suggestions for its application in the future. A qualitative research was adopted, and interviews and questionnaires were employed as research instruments. 130 informants were randomly chosen from DUFL, among whom 10 teachers for English majors were interviewed and 120 junior students answered questionnaires. Data collected from interviews and questionnaires were analyzed to answer four research questions concerning the teachers and students' attitude towards CBI philosophy, the advantages of applying CBI to English majors at fundamental stage in Chinese tertiary institutions, the problems in the application of CBI, and possible solutions to the problems.The study indicates that students and teachers are generally positive towards CBI philosophy. Eight advantages of CBI application raised by teachers and students are illustrated because they are of particular importance to English major education in China. The eight merits are likely to provide possible ways to reach the goals of quality education, professional education and academic education for the first- and second-year English majors. Possible solutions to the problems were then presented around the issues concerning administration, students, teaching staff and teaching materials to provide suggestions for CBI application to English majors at fundamental stage in China.
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