基于问题的语言学习-大学本科特殊目的英语学习的学习机会来源.ppt

Alice/IATEFL Conference 2010 PROBLEM-BASED LEARNING (PBL): A SOURCE OF LEARNING OPPORTUNITIES IN UNDERGRADUATE ENGLISH FOR SPECIFIC PURPOSES (ESP) ELIZABETH M. ANTHONY UTHM 11 APRIL 2010 BACKGROUND Teaching English courses at University Tun Hussein Onn Malaysia (UTHM) is mainly “teacher-centred with minimum lecturer- student interaction or student-student interaction. Students are mainly engaged in activities focusing on factual or rote learning. Numerous feedback and complaints of poor quality and performance of a significant number of Malaysian graduates have raised concern among the government, industry and parents. Thus, PBL with its emphasis on student-centred learning and the application of thinking as well as problem solving abilities to students’ learning experiences has been seen as an alternative tool. BACKGROUND Conventional Lecture Knowledge/Skills Problem Solution/ Application BACKGROUND PBL Approach Problem Knowledge/ Solution/ Skills Application Reflection/ Feedback BACKGROUND PBL is an approach to learning that uses a problem rather than a lecture. Trigger and FILA Table. Many institutions have adopted Problem-based Learning since its introduction at McMaster University in Canada in 1969 (Albanese Mitchell,1993; Barrows, 1996). Although many recent studies have discussed specific issues related to PBL, a comprehensive study of its use and the outcomes of language lessons based on PBL have not been looked at yet. CONTEXT Problem-based Learning (PBL) in undergraduate English for Specific Purposes (ESP): La