用PBL丰富学习者情感体验改善大学英语教学效果——以《新大学英语》一课为例

An Analysis of the EFL Learners’Affective Experience in PBL Classroom——Taking a Unit in New Experiencing English as an Example

认知和情感是语言教学中不可分割的两个方面,积极的情感体验有助于提高语言学习的效果,但传统的语言课堂往往忽略学习者情感体验,片面强调认知,表现为单纯语言知识的传授。其结果是学习者的积极性受挫,教学效果大打折扣。PBL教学方法以及依托PBL理念编写的教材近年来在大学英语教学中的得到应用,但不少一线教师对其效果仍心存疑虑。本文以《新大学英语》一课的实际教案为例,结合项目式学习的特点,阐述项目式学习过程呈现出的多元化学习形式怎样为学习者创造多种情感体验,从而达到改善教学效果的目的。

Language learners are engaged both cognitively and emotionally when effective teaching is taking place.Although positive emotions are found to foster learning,learners’affective experience is scarcely a focus of consideration in the more traditional language classrooms,where teaching is organized around explaining linguistic rules and drilling linguistic patterns.A large portion of students find the lecture-based college English classes boring and uninspiring,and it causes growing concern over the effect of EFL teaching and learning at college level.Project-based learning theory has been introduced into college English teaching in recent years and PBL guided textbooks are promoted by innovative practitioners.Researchers have reported positive impact of PBL-guided teaching on learners’motivation and development of critical thinking,self-study skills as well as academic skills.Without experimenting with the new method themselves however,many teachers remain skeptical of its feasibility and real effect.This article presents the teaching plan of one unit from New Experiencing English,a project-based textbook,with an elaboration of the different types of activities that build up the final project of writing two personal letters.Discussion is then made about how EFL learners,each with their distinct strengths and weaknesses,can equally experience positive emotions when they perform various tasks individually or in collaboration with peers to accomplish the final project.Following next is an account of the learners’participation in class activities observed by the authors in their three years’experience of teaching the PBL course and some reflections and feedback from learners themselves.Argument is finally made that PBL-based teaching successfully brings the focus from teaching to learning,and substantially enhances learning effect by allowing learners to experience selfconfidence,friendship,affection,understanding and support,leadership,team spirit and many more.The article concludes with a discussion of the challenges the new approach poses to college English teachers and the possible solutions.