Dissertation > Language, writing > FOREIGN > English > Language teaching

The Relationship between College Students’ Positive Interdependence and Their Autonomy in English Learning

Author YangShun
Tutor XuJinFen
School Huazhong University of Science and Technology
Course Foreign Linguistics and Applied Linguistics
Keywords Learner autonomy Cooperative learning Positive interdependence Positive outcome interdependence Proactive approach to interdependence
CLC H319
Type Master's thesis
Year 2011
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After about 30 years of development , now has become autonomous learners important goal of language teaching . For how to train and develop students' autonomy, scholars have been multi-faceted discussion . Study: cooperative learning , as opposed to traditional language teaching , to better promote the cultivation of students' autonomy and development, and cooperative learning as a proven creative and effective teaching model , in recent years more and more popular in China . In this case , consider the impact of learner autonomy factors , it can not be like previous studies that focus only on internal factors , but external factors should also included, such as cooperative learning plays an important role in the positive interdependence . This research focus on the following three research questions explored learner autonomy and students perceive positive interdependence between : 1 ) Students' English Learning Situation positive interdependence and autonomy how ? 2 ) Students perceived learning English positive interdependence and autonomy are related ? If so , whether a strong correlation ? 3 ) types of positive interdependence in college English autonomous Learning what role ? the Institute uses a questionnaire adapted from Johnson needed brothers ( 1983 ) 's \From Huazhong University of 272 non- English majors participated in the survey . The results show that : first, students in English learning positive interdependence and autonomy are at a medium level . Students most commonly perceived positive interdependence is a positive role interdependence . Second, students learning English in the perceived positive interdependence and autonomy have moderate levels of positive correlation . Third, the positive goal interdependence on learner autonomy has the strongest predictive power , followed by a positive resource interdependence , again dependent on the active role of the task .

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