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

本研究旨在通过在课堂上的一系列项目式学习体验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）。从社会认知的角度对叙述性访谈数据进行定性解释。结果显示，在进行PBL小组工作期间，所有三个地区的教师和学生的动机都发生了非常积极的变化。从社会认知的角度特别提到了英语语言习得，因为每个教室的小组作业为学生的期末写作项目提供了丰富的社会认知支持，因此每个教室的学生通过丰富的小组讨论环境在英语语言写作方面取得了显着进步。

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.