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Chapter Three Methodology........... 23-27
    3.1 Research Questions.......... 23
    3.2 Subjects.......... 23-24
    3.3 Instrument ..........24-25
    3.4 Pilot Study.......... 25-26
    3.5 Formal Investigation.......... 26-27
Chapter Four Results and Discussions.......... 27-43
    4.1 The Overall Results of the .......... 27-30
    4.2 Development and Disciplines ..........30-33
    4.3 Correlation Between CTS and CTD.......... 33-34
    4.4 Correlation Between CTD/CTS and Other Variables..........34-36
    4.5 Motivation for English Learning.......... 36-37
    4.6 Discussions and Qualitative Study..........37-43
        4.6.1 Defects in English Teaching ..........37-38
        4.6.2 Suggested Measures ..........38-39
        4.6.3 Contributing Factors on CT Cultivation.......... 39
        4.6.4 PBL for CT Cultivation.......... 39-43
Chapter Five Conclusion ..........43-47
    5.1 Statement of the Research.......... 43-44
    5.2 Pedagogical Implications.......... 44
    5.3 Innovations ..........44-45
5.4 Limitations and Suggestions ..........45-47

Conclusion

It is necessary to admit the limitations of this study so that suggestions can be putforward for the improvement in future researches.As to the subjects, the number of samplings involved in the present study is relativelysmall and restrained only to students. So it is suggested that a large scale investigation to beconducted to make the searching results widely applicable. Further more, as teachers exertgreat influences on their students, the level of teachers' critical thinking ability should also beconcerned in future studies.The findings of this research showed development of students' critical thinking abilityduring their college years, but other possible factors, like intellectual maturation,accumulation of life experience that might contribute to the improvements cannot be assessed.Meanwhile, it is more ideal if the longitudinal survey can be conducted to track the temporalchanges of same subjects.
The reliability and validity of the self-designed measuring tool employed in this studyneeds further improving. And it is advisable that more scientific tests and instruments to be developed for assessing each different group of subjects, and that a variety of researchingmethods be adopted to explore their thinking process.The effectiveness of PBL was verified just by a qualitative analysis. So some empiricalstudies are desired to generate more conclusive and confirmative findings by comparing andexperimental designs.

References
1何其莘,殷桐生,黄源深,刘海平.1999.关于外语专业本科教育改革的若干意见.外语教学与研究, (1):24-28.
2黄源深. 1998.思辨缺席.外语与外语教学, (7): 1-19.
3黄源深. 2010.英语专业课程必须彻底改革———再谈“思辨缺席”.外语界,(1): 11-16.
4韩少杰,王小英.2009.英语专业精读教学与学生批判性思维能力的培养.外语教学, 30(6):67-70.
5汲寿荣. 2008.批判性思维与英语写作教学.广西本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。