Language Learner Autonomy

This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory.

Language Learner Autonomy

Author: David Little

Publisher: Multilingual Matters Limited

ISBN: 9781783098583

Page: 272

View: 613

This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education.

Language Learner Autonomy

This volume offers a collection of essays addressing contemporary issues in foreign and second language education.

Language Learner Autonomy

Author: Breffni O'Rourke

Publisher: Peter Lang

ISBN: 9783039119806

Page: 413

View: 182

This volume offers a collection of essays addressing contemporary issues in foreign and second language education. In particular, it addresses language learner autonomy, both as a theoretical construct and in relation to areas of application such as the Common European Framework of Reference (CEFR), the European Language Portfolio (ELP), teacher training, Content and Language Integrated Learning (CLIL), and minority language provision. The contributors - well-known researchers, policy makers, teachers and teacher trainers - provide a multi-faceted insight into an innovative and influential approach to language education. David Little, to whom the volume is dedicated, was Associate Professor of Applied Linguistics and Head of the School of Linguistic, Speech and Communication Sciences at Trinity College Dublin. He is recognised worldwide as a leading proponent of the theory of language learner autonomy, and has been a driving force behind many influential language education initiatives internationally.

Language Learner Autonomy

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory.

Language Learner Autonomy

Author: Prof. David Little

Publisher: Multilingual Matters

ISBN: 1783098619

Page: 271

View: 372

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

Navigating Foreign Language Learner Autonomy

The volume contains full chapters or extracts in 15 languages: Czech, Danish, English, Finnish, German, Hungarian, Italian, Japanese, Korean, Mandarin Chinese, Māori, Portuguese, Spanish, Thai, and Turkish.

Navigating Foreign Language Learner Autonomy

Author: Maria Giovanna Tassinari

Publisher:

ISBN:

Page: 556

View: 363

Navigating Foreign Language Learner Autonomy provides novel insights into both the theory and practice of learner autonomy in the context of foreign language education, and does so in multiple languages and through multiple voices. The contributing authors showcase effective practices and new directions in research, but also report on the status quo of learner autonomy at institutions around the world. Most of the authors write about their experiences with implementing foreign language learner autonomy in their home or dominant language(s). The volume includes contains chapters in 13 languages: Czech, Danish, English, Finnish, German, Hungarian, Italian, Japanese, Mandarin Chinese, Portuguese, Spanish, Thai, and Turkish, each with an accompanying English chapter or summary. As a starting point, a theoretical introduction is provided by David Little, and to conclude, the editors analyse the narratives of the contributors and comment on the process of navigating autonomy through different languages.

Learner Autonomy in Language Learning

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.

Learner Autonomy in Language Learning

Author: Sara Cotterall

Publisher: Peter Lang Pub Incorporated

ISBN:

Page: 184

View: 302

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.

How to be a More Successful Language Learner

Describes the goals of foreign language study, discusses the nature of language, and recommends strategies for studying The revised edition incorporates the latest thinking about learner strategies and language learning while retaining the ...

How to be a More Successful Language Learner

Author: Joan Rubin

Publisher: Heinle & Heinle Pub

ISBN: 9780838447345

Page: 120

View: 579

Describes the goals of foreign language study, discusses the nature of language, and recommends strategies for studying

Learner Strategies for Learner Autonomy

This work aims to encourage teachers to identify and develop their students' capacity for becoming autonomous learners.

Learner Strategies for Learner Autonomy

Author: Anita Wenden

Publisher:

ISBN: 9780135296035

Page: 172

View: 224

This work aims to encourage teachers to identify and develop their students' capacity for becoming autonomous learners. It outlines procedures for diagnosing language learners' ability as self-sufficient learners and gives guidelines for using tasks and classroom contexts to encourage such learning.

Autonomy in Language Learning

The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.

Autonomy in Language Learning

Author: Marcella Menegale

Publisher:

ISBN: 9781672468572

Page: 348

View: 786

The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning. The volume explores concepts such as 'motivation', 'self-efficacy', 'learner strategies', 'self-reflection', as well as the use of specific autonomous tools and tasks that may be included in the curriculum, yet help students make the most of out-of-class language learning opportunities. The volume features contributions by Anna Uhl Chamot, Leni Dam, Lienhard Legenhausen, David Little and Marcella Menegale with a foreword by Carmel Mary Coonan. It was inspired by an International Conference on Language Learner Autonomy held at Ca' Foscari University, Venice in September 2011 supported by the IATEFL Learner Autonomy Special Interest Group.

Learner and Teacher Autonomy

This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education.

Learner and Teacher Autonomy

Author: Terry Lamb

Publisher: John Benjamins Publishing

ISBN: 9789027205179

Page: 286

View: 965

This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning). The book s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.

Supporting Learners and Educators in Developing Language Learner Autonomy

This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy.

Supporting Learners and Educators in Developing Language Learner Autonomy

Author: Michelle Tamala

Publisher:

ISBN:

Page: 170

View: 364

This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The chapters look at different aspects of learner autonomy that are not necessarily based in the classroom but which nonetheless support both students and educators as they become more autonomous in their practise. The findings that are presented throughout the chapters pay special attention to the 'social turn' in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades.

Autonomy in Language Learning and Teaching

This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research ...

Autonomy in Language Learning and Teaching

Author: Alice Chik

Publisher: Springer

ISBN: 1137529989

Page: 116

View: 756

This book seeks to expand the research agendas on autonomy in language learning and teaching in diverse contexts, by examining the present landscape of established studies, identifying research gaps and providing practical future research directions. Based on empirical studies, it explores research agendas in five emerging domains: language learning and teaching in developing countries; social censure and teacher autonomy; learner autonomy and groups; learner autonomy and digital practice; and finally, learner autonomy and space. In doing so, it sheds new light on the impact of digital media, group dynamics and the application of ecological perspectives on learner autonomy. The contributors present a novel reconsideration of new learning affordances, and their discussion of spatial dimensions provides much needed expansion in the field. This book will have international appeal and provide an invaluable resource for students and scholars of second language learning and higher education, as well as teacher educators. Chapter 2 of this book is open access under a CC BY 4.0 license via link.springer.com.

Learner Autonomy Across Cultures

By foregrounding cultural issues and thus explicitly addressing the concerns of many educators on the appropriateness and feasibility of developing learner autonomy in practice, this book fills a gap in the literature and offers practical ...

Learner Autonomy Across Cultures

Author: D. Palfreyman

Publisher: Springer

ISBN: 023050468X

Page: 292

View: 677

What does 'autonomy' mean within language learning? Should it be enhanced within national, institutional or small group culture and, if so, how can that be done? A variety of new theoretical perspectives are here firmly anchored in research data from projects worldwide. By foregrounding cultural issues and thus explicitly addressing the concerns of many educators on the appropriateness and feasibility of developing learner autonomy in practice, this book fills a gap in the literature and offers practical benefits to language teachers.

Autonomy and Independence in Language Learning

This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching.

Autonomy and Independence in Language Learning

Author: Phil Benson

Publisher: Routledge

ISBN: 1317888081

Page: 284

View: 737

The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning . Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters.

Learner Autonomy and CALL Environments

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL).

Learner Autonomy and CALL Environments

Author: Klaus Schwienhorst

Publisher: Routledge

ISBN: 1134233620

Page: 336

View: 844

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.

Autonomy in Second Language Learning Managing the Resources

The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated.

Autonomy in Second Language Learning  Managing the Resources

Author: Mirosław Pawlak

Publisher: Springer

ISBN: 3319077643

Page: 213

View: 523

The present volume brings together papers devoted to the role of learner and teacher autonomy in the process of second and foreign language learning, which have been contributed by scholars from Poland and abroad. The book has been divided into three parts in accordance with the topics that the individual contributions touch upon. The first part includes papers dealing with different ways in which learner autonomy can be fostered and evaluated. The papers contained in Part Two are connected with the role of language learning strategies in the development of learner independence. Finally, Chapter Three focuses on developing teacher autonomy, which, in the opinion of many specialists, is indispensable if learner autonomy is to be promoted. Thanks to its wide-ranging focus, this edited collection will be of interest not only to second language learning specialists interested in the role of learner autonomy, but also to undergraduate, graduate and postgraduate students working on their BA, MA and PhD theses, as well as practitioners wishing to promote learner independence in their classrooms.

A Framework for Freedom

This book seeks to contribute to a longstanding and yet ongoing debate around questions such as these.

A Framework for Freedom

Author: Kees Van Esch

Publisher: Peter Lang Pub Incorporated

ISBN: 9780820459585

Page: 234

View: 608

Can learner autonomy as a pedagogical approach improve the quality of foreign language learning? How can this approach be constructed so that it empowers foreign language learners to increase their learning independence and create the conditions for continuing progress? This book seeks to contribute to a longstanding and yet ongoing debate around questions such as these. It has been written by teacher trainers from several different European countries for foreign language teacher trainers and for teachers in training. The authors are committed to building a theoretical framework for the development of learner autonomy as well as working out its practical implications for foreign language teaching. The first three chapters of the book aim to help trainers and teachers understand the theory which is relevant to learner autonomy and the principles which support it. The last three chapters present practical ways of fostering learner autonomy in order to facilitate intercultural competence as well as develop listening, reading, speaking and writing skills in a foreign language.