The study focuses on the role of interactive activities in the process of developing students’autonomy in language learning. The research into the problem of interaction in learner’s autonomyinvolves two aspects: the elaboration of the theoretical grounds for encouraging interaction inautonomous language learning and some practical evidence of exploring those perspectivesby empirical means within the communicative and cognitive approach. The article outlines thestructure and the constituents of autonomy in language learning, reveals both the universal andthe individual components of language acquisition and shows how important these componentsare for the modern understanding of communicative competence in language learning. The studyemphasizes the idea that communicative and cognitive skills that constitute a student’s autonomyin language learning are triggered in real communication only through their use in the interactionand cooperation with partners. The concept of interactive autonomous learning is based on thetheoretical consequences of a social-interactive view of cognition, learning and language and theidea that autonomy and independence in learning must always be supported by interdependenceand collaboration with other learners
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