ABSTRACT:This study is conducted by qualitative approach and in order to unfold non-English major students’ cooperative learning in University of Honghe. Seeking for understanding the factors influencing students’ learning in group contexts, this study aims to answer the following questions: 1.How do the non-English major students cooperate in English learning in University of Honghe? 2. What factors influence the learning effect in cooperative learning (CL) process?
The findings of this study show that the influencing factors are both from teachers and students, as well as social context. For students, the research shows cooperative ability, learning responsibility and learning attitude are the significant factors. For the teacher, besides a very good course design and provoking understanding of education, it is necessary to understand and meet the gap between the course design and specific teaching-learning context. As for the factors from society, it calls for further researches on how the related agents can collectively nurture a better teaching-learning context, meeting the gap between the social context and educational goal, students’ autonomous learning and teacher’s authority in teaching.
Keywords: English teaching; Cooperation Learning; Influencing factor
摘要:本研究采用定性研究方法，通过展开对XX学院非英语专业学生的合作学习表现，从而探索在小组环境下影响学生合作学习的因素及其意义。研究旨在回答以下两个问题：1.XX学院非英语专业学生在英语学习中怎样合作？2.在合作学习过程中哪些因素影响了合作学习的效果？
研究结果充分说明在英语学习中，影响合作学习的因素包括来自师生的，也包括来自社会方面。在学生方面，研究发现学生的合作能力，小组学习中成员的责任感，成员的学习的态度都是影响小组合作学习的重要原因；在教师方面，除了良好的课程设计和对教学的独到见解外，也很有必要去理解和解决课程设计和具体教学环境的差距问题；在社会因素方面，这要求相关机构能创造一个更好地教学环境并处理好教学中的社会环境和教育目标、学生的自主学习和教师的权威问题，并能有更深层次的研究。
关键词：英语教学；合作学习；影响因素
