Rethinking Project-based Approach From An Embodied Cognitive Perspective

Based on Constructivist Learning Theory,Pragmatic Theory of Education and Multiple Intelligences Theory,project-based approach(PBA)is a teacher-led and student-oriented teaching method,which enables students to acquire knowledge and master skills by implementing projects.At present,the number of researches on the application of PBA in English reading teaching is limited,and these researches just stay at the practical level of giving teaching design and testing the effectiveness of PBA,without rising to the theoretical level to explore the essence of project teaching and learning.In order to make up for the limitation of previous studies,this paper,taking the Selected Readings of English Classics course as a case study,attempts to give a second thought of PBA from an embodied cognitive perspective in the framework of embodied cognitive linguistics to provide a theoretical explanation for PBA.It also aims to extend the application of PBA in the teaching of English reading to provide new ideas for the reform of English reading course.This thesis firstly reviews the definition,components and existing theoretical basis of PBA and summarizes the nature and models of reading.On this basis,it describes the current situations of applying PBA to English reading teaching and the existing puzzles.It then introduces the Selected Readings of English Classics course carried out in Sichuan International Studies University.The author observes the instructional practices in the real classroom and intends to explore the procedure,effectiveness and embodied cognitive basis of PBA in the framework of embodied cognitive linguistics so as to provide new embodied and cognitive understanding for PBA.The research questions are shown below.1.What is the current practice of PBA in the Selected Readings of English Classics course?2.What are the effects of PBA on students’ reading proficiency as well as comprehensive ability?3.What is the embodied cognitive basis of PBA involved in the class?This thesis uses quantitative research methodology,including pre-test,post-test and questionnaire,as well as qualitative research methodology,including classroom observation and interviews.The research subjects are 52 freshmen with relatively consistent language competence from the English majors of a department in Sichuan International Studies University.The experimental procedures are as follows:(1)at the beginning of the semester,students are organized to have a reading test about an excerpt from a classical novel;(2)the researcher observes the teaching of PBA in the Selected Readings of English Classics course;(3)in the end of the semester,a reading test about an excerpt from another classical novel is conducted again.In addition,the researcher also designs questionnaire and interview questions to further explore the effectiveness of PBA in improving students’ reading proficiency and comprehensive ability.Through data analysis and discussion,the study shows that PBA can effectively help students to improve their reading proficiency and comprehensive ability.Students think that PBA is more suitable for the course than traditional teaching method.Teachers also agree that PBA is feasible and effective.From our observation,we find that the instructional concepts of PBA are in strong consistency with some of the concepts in embodied cognitive linguistics.PBA not only enables students to acquire language knowledge by completing projects,but also enables students to construct knowledge and enrich their embodiment through teaching and learning activities in different phases of doing project.Meanwhile,students conceptualize language forms and involve various cognitive processes in different phases of project,thus deepening their understanding of knowledge.Therefore,PBA is embodied and cognitive in essence,that is,the combination of teachers’ and students’ embodied activities and cognitive processes.