Problem-Based L2 Learning: Self-Negotiated Linguistic Cognition

基于问题的二语学习——自我协商的二语认知（英文）

The existing literature has revealed that Problem-based Learning （PBL） can improve the cognitive competence of learners, but few studies focus on L2 learning from the perspective of students, or on the relationship between PBL and linguistic cognition. Based on students＇ reflective journals, the researcher＇s observation notes, and interviews with teachers and students, this case study describes the individual and collective self-negotiations during a Problem-Based L2 Learning （PBLL） practice of 157 non-English majors at three universities in Beijing. The current study makes a distinction between surface and deep self-negotiations, and confirms the conception of the self-negotiated L2 cognition of PBLL learners. The research results show （1） that the self-negotiation is a consistent feature of PBLL because the whole PBLL process comprises the cyclic intertwining of individual and collective self-negotiations, （2） that L2 learners manage to achieve individual and collective self-negotiations through cognitive mechanisms of linking, riffling and converging, and （3） that deep self-negotiations in PBLL are more dynamic, interactive, and generative. Pedagogical implications, research limitations, and future directions are also discussed.

现有文献表明,"基于问题的学习(Problem-based Learning,PBL)能够促进学习者的认知能力,然而很少有研究从学习者视角关注二语学习,以及PBL与语言认知的关系。本研究以学生周记、教师观察笔记和师生访谈为证据,描述了三所北京普通高校157名非英语专业学生"基于问题的二语学习(Problem-based L2 Learning,PBLL)"实践,及其群体和个体自我协商过程,不仅区分了浅层和深层自我协商,还以大量质性数据论证了"自我协商的二语认知"的理念:第一,自我协商是贯穿PBLL的特征,因为群体和个体自我协商始终交织贯穿于PBLL全过程;第二,二语学习者通过连接、冲洗和合流的认知机制实现群体和个体自我协商;第三,PBLL的深层自我协商更具动态发展、互动生成的特性。本文还论述了研究结论的教学启示、研究局限以及未来研究方向。