Effects Of Problem-based Learning On Management Of English For Specific Purposes Program Among Non-english Doctoral Candidates

This study is performed to investigate how effective and feasible problem-based learning (PBL) is in the English for Specific Purposes (ESP) program for non-English doctorial candidates in the Chinese background. It aims to provide teachers with some insights into how to smoothly carry out ESP program in this very community. The whole thesis consists of the following parts.The introduction presents the aim and rationale of this study.Chapter One gives a review of English Syllabus for (doctorial candidates) postgraduates-and related studies on ESP and PBL both at home and abroad.Chapter Two describes the design of this study. The selected students were divided into experimental class and control class, and a teaching team consisting of teachers from different disciplines set up. A case analysis before the experiment, along with a written test for abstract translation and letter writing and a questionnaire concerning meta-cognition before and after the experiment was conducted.Chapter Three presents the results of data analysis. Data collected suggest students from the experimental class boast stronger interest in and motivation for language learning, and more intense awareness for cooperation, problem solving, analytical thinking and autonomous learning. However no distinction is observed in the written test.Chapter Four goes on with the discussion of the results and implications of these findings for the management of ESP program in the specific population. We emphasize the effect PBL imposes upon enhancing students'interest in and motivation for language learning and developing a favorable collaborative environment. We also put forward some advices for more efficient implementation of PBL.The conclusion gives a summary of the whole essay. It also points out the possible shortcomings of this study and suggests the further studies to be conducted.