自我协商、基于问题的二语学得:二语认知与建构的途径

Self-negotiated, problem-based L2 learning: a gateway for L2 cognition and construction

基于问题的二语学得(Problem-based L2 Learning,PBLL)以发展二语认知和建构为主要目的之一,以目的语表述、结构不良的真实问题为二语学得起点,以自我协商原则引导和制约的群体合作和个体探究为二语认知途径。PBLL自我协商过程的连接、冲洗和合流的认知机制不仅实现了定义问题、提议初步方案、自主探究证据、小组确定最终方案和小组汇报与反思诸个环节,而且贯穿整个PBLL,构成一个螺旋上升、动态生成的二语认知和建构过程。PBLL学习者的认知发展以自我一致、自我协调、自我核定、自我认同、自我满足和自我允准为目的、手段和结果,从而使PBLL成为基于问题、自我协商的二语认知与建构的途径。

Problem-based L2 Learning(PBLL) takes the development of L2 cognition and construction of learners as one of its major objectives, advocating contextual and constructive cognition of L2 in problem-solving process, with an ill-structured, real-world problem presented in the target language as the starting point of L2 learning, with tutored learner group collaboration and self-directed inquiry as major interweaving L2 cognitive procedures which are guided and dominated by the self-negotiation principle.Qualitative data from a case study are used to supplement the description and demonstration of the self-negotiation processes, with 'linking', 'riffling' and 'converging' as operational schema of PBLL learners' cognitive mechanism, in the 5 steps of PBLL,namely problem definition, initial solution proposal, self-directedinquiry of evidence, group negotiation of final solution, and group presentation and reflection. Conclusions are drawn that the self-negotiated PBLL is dynamic, interactive and generating,and that with the purpose of, by means of, and with the outcome of self-consistency, self-coordination, self-identification, selfratification, self-satisfication and self-licensing, the spiral development of learners' self-negotiation shapes PBLL into a gateway for problem-based, self-negotiated L2 cognition and construction.