Learner Autonomy in Language Learning: Defining the Field and Effecting Change
Defining the Field and Effecting Change
Published in September 1999
Book
Paperback/Softback
X, 184 pages
978-3-631-34890-1 (ISBN)
Description
This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.
More details
Persons
The Editors: Sara Cotterall and David Crabbe are Senior Lecturers in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. They convened a symposium on learner autonomy at the Eleventh World Congress of Applied Linguistics in Finland, from which these papers are drawn.
Content
Contents: David Crabbe: Introduction - David Little: Learner autonomy is more than a Western cultural construct - Naoko Aoki/Richard C. Smith: Learner autonomy in cultural context: the case of Japan - Philip Riley: On the social construction of 'the learner' - Working with Groups: Sara Cotterall: Introduction - Steven McDonough: A hierarchy of strategies? - Andrew D. Cohen: Language learning strategies instruction and research - David Nunan/Jose Lai/Ken Keobke: Towards autonomous language learning: strategies, reflection and navigation - Michael Müller-Verweyen: Reflection as a means of acquiring autonomy - Leni Dam/Lienhard Legenhausen: Language acquisition in an autonomous learning environment: learners's self-evaluations and external assessments compared - Working with Individual Learners: Sara Cotterall: Introduction - Gail Schaefer Fu: Guidelines for productive language counselling-tools for implementing autonomy - Peter Voller/Elaine Martyn/Valerie Pickard: One-to-one counselling for autonomous learning in a self-access centre: final report on an action learning project - Alison Hoffmann: Discourse surrounding goals in an undergraduate ESL writing course - Working with Teachers: David Crabbe: Introduction - Véra Maria Xavier dos Santos/Viviane Horbach: EFL teacher and class management: teaching and learning strategies - Flávia Vieira: Pedagogy for autonomy: teacher development and pedagogical experimentation - an in-service teacher training project - Cecilia Thavenius: Teacher autonomy for learner autonomy - David Crabbe: Postscript.