Problem-based L2 learning: self-negotiated linguistic cognition
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Ding Xiaowei
DING Xiaowei is a lecturer of English (applied linguistics) at Beijing Information Science and Technology University, and a doctoral candidate at Beijing Foreign Studies University. Her research efforts have focused on applied linguistics, English education, and teacher development.
Abstract
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.
(Copyedited by Duncan Sidwell & Ding Yanren)
About the author
DING Xiaowei is a lecturer of English (applied linguistics) at Beijing Information Science and Technology University, and a doctoral candidate at Beijing Foreign Studies University. Her research efforts have focused on applied linguistics, English education, and teacher development.
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Acknowledgements
The author is indebted to the teacher and student participants in this research, to the professors of Beijing Foreign Studies University who have been guiding and inspiring me, and to the peer reviewers who offered thought-provoking and constructive comments. This research is sponsored by the Program in Social Sciences of Beijing Municipal Commission of Education (SM201511232008).
© 2016 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Artikel in diesem Heft
- Frontmatter
- Second Language Acquisition
- Acquisition of English reflexive verb constructions: roles of syntactical indeterminacy and token frequency
- Second Language Acquisition
- A comparison of the L2 motivational self system between Chinese EFL and ESL learners
- Second Language Acquisition
- Functions of you know and I mean in academic seminar discussions by ELF speakers
- Language Teaching
- The functional approach to the teaching of translation: a case study on Beiying and its English translations
- Language and Cognition
- Problem-based L2 learning: self-negotiated linguistic cognition
- Language and Cognition
- Non-word repetition performance in Mandarin-speaking preschool children with and without specific language impairment (SLI)
- Teacher Development
- How teachers’ beliefs are in accordance with major SLA notions
Artikel in diesem Heft
- Frontmatter
- Second Language Acquisition
- Acquisition of English reflexive verb constructions: roles of syntactical indeterminacy and token frequency
- Second Language Acquisition
- A comparison of the L2 motivational self system between Chinese EFL and ESL learners
- Second Language Acquisition
- Functions of you know and I mean in academic seminar discussions by ELF speakers
- Language Teaching
- The functional approach to the teaching of translation: a case study on Beiying and its English translations
- Language and Cognition
- Problem-based L2 learning: self-negotiated linguistic cognition
- Language and Cognition
- Non-word repetition performance in Mandarin-speaking preschool children with and without specific language impairment (SLI)
- Teacher Development
- How teachers’ beliefs are in accordance with major SLA notions
