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