International/cross-cultural comparative research on Second language acquisition (SLA) and L2 learning motivation from a sociocognitive perspective

本研究旨在通过一系列的基于项目的学习（PBL）来解释英语教师的教学动机和学生的学习动机是如何变化的。数据来自远东三个不同地区的三所不同的高中;富山（日本），水原（韩国）和北京（中国）。叙事访谈数据从社会认知的角度进行了定性解释。研究结果显示，三个地区的教师和学生在PBL小组活动期间的学习动机都发生了非常积极的变化。特别提到的是从社会认知的角度来看，在每个教室的小组工作提供了丰富的社会认知启示，为学生的最后的写作项目，因此，每个教室的学生取得了显着的进步，他们的英语写作通过一个丰富的小组讨论的环境。

The current research aims at interpreting how English teachers’teaching motivation and students’ learning motivation change through experiencing a series of project-based learning （PBL) in their classrooms. The data came from three different high schools in three different regions in Far East; Toyama （Japan), Suwon （South Korea) and Beijing （China). The narrative interview data were interpreted qualitatively from a sociocognitive perspective. The result reveal very positive change in motivation for both teachers and students in all three regions over the period when PBL group work was conducted. Particular refer is made to English language acquisition from a sociocognitive perspective in that group work in every classroom offered rich sociocognitive affordance for students’ final writing projects, and thus students from each classroom made significant progress in their English language writing through a rich group discussion environment.