| As we all know,English education in China is facing great challenges.At present,oral English teaching in senior high schools is still dominated by traditional teaching methods.The traditional teaching method is a learning mode which focuses on teachers' presentation,topic practice and products output(PPP teaching method).It is a one-way transmission process of knowledge centered on teacher's authority.It ignores the status of students in learning and their real learning needs.Therefore,students are passive in learning,so their interest is difficult to be stimulated,and their ability of autonomous learning is not strong.They cannot flexibly use the knowledge learned in class.Thus,the traditional teaching mode is difficult to meet the goal of the new curriculum standard,that is,to promote the development of students' core competence in English subject and to cultivate student' comprehensive language use ability.Project-based learning method is introduced into oral English teaching in senior high schools in this study so as to stimulate students' learning enthusiasm,improve their learning motivation,and achieve the goal of cultivating cooperative ability,creative thinking ability and the ability to solve practical problems.Based on constructivist theory of learning and Bruner's Discovery Learning Theory,this study attempts to answer the following two questions:1)Does Project-based learning positively affect senior high school students' motivation in oral English learning?2)Can Project-based learning approach effectively improve students' oral English proficiency in English class?Literature review,comparative experiment and questionnaire were used.The subjects of the experiment are two parallel classes in the first grade of senior high school taught by the author,which are called experimental class and control class respectively.The experiment lasted for one semester.The experimental class adopts the projectbased oral learning mode,while the control class adopts the traditional oral teaching mode.Before and after the experiment,the two classes were given pre-test and posttest.The test papers used were the simulated English listening and speaking test of Jiangmen Middle School Entrance Examination and the real English listening and speaking test of College Entrance Examination.In addition,the author used the same questionnaire before and after the experiment to investigate seven types of motivation affecting students' English learning motivation.The results of oral tests and questionnaires were analyzed by software.Through data analysis,the following results will be found:(1)Students' oral English proficiency has effectively improved after the author applying PBL in oral English class.Before the experiment,Independent-Samples T Test of SPSS found that there was no significant difference in the oral English proficiency between the two classes(t=-.386,p=0.700>0.05),and the oral English proficiency of the two classes was basically the same.After the experiment,an Independent-Samples T Test was conducted to find that there was a significant difference in oral English scores between EC and CC.(t=-2.613,P= 0.010<.05).According to the three dimensions of the oral test standards: fluency,accuracy and complexity,the data showed that the oral English proficiency in experiment class improved significantly in terms of accuracy and fluency through Independent-Samples T Test,while there was no significant difference between the two classes in terms of complexity.(2)The questionnaire data collected after the experiment show that the students' intrinsic interest,immediate achievement,learning situation and individual development motivation in the experimental class have been significantly improved.Because of the insufficient depth of research and the limitation of time and subject,there is still room for improvement in this study.However,this study hopes to attract more attention from educators,so as to make more contributions to the study of English basic education in PBL. |
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