Volume 8,Issue 9
Closing the Knowing–Using Gap: Project-Based Reform in ESP Courses
English for Specific Purposes (ESP) courses in China have long been hindered by the “knowing–using” gap: students memorize discipline-specific vocabulary and develop passive language skills, yet fail to apply them in authentic professional tasks. Unlike the traditional reading–translation model, PBL anchors learning in real-world projects consistent with professional discourse conventions. With guiding thematic questions, continuous exploratory learning and outcome-oriented training, PBL transforms inert knowledge into practical competence. A four-step teaching framework covering design, implementation, production and assessment is also proposed. It is ultimately verified that PBL reshapes ESP teaching towards practical learning, effectively bridging the divide between knowledge mastery and practical language use.
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