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Democracy, discourse and learner autonomy in the foreign language classroom  [PDF]
David Little
Utbildning & Demokrati : Tidsskrift f?r Didaktik och Utbildningspolitik , 2004,
Abstract: The first part of this article is concerned with learner autonomy in practice.It begins with a working definition of learner autonomy, goes on to describethe discursive practices of three language learning environments in which itsdevelopment is a central goal, and ends by proposing that autonomy inlanguage learning is underpinned by three general pedagogical principles:learner involvement, learner reflection, and appropriate target language use.The second part of the article considers John Dewey’s concept of democracyin education and its relation to learner autonomy, arguing that each conceptimplies the other and attributing their interdependence to the essentiallydialogic nature of communication and learning. The conclusion briefly re-states the importance of both concepts for education and society.
Promoting University English Majors' Learner Autonomy in the Chinese Context  [cached]
Haiyan Wang
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.2.408-412
Abstract: According to a survey conducted among some local colleges and universities, the author found that the current English teaching in Chinese colleges and universities is mostly “teacher-centered”. The “teacher-centered” teaching mode poses problems to students, especially to their learner autonomy. The students may see knowledge as something to be transmitted by the teacher rather than discovered by themselves. They, therefore, are less autonomous, more dependent on authority figure. It reduces the student from an autonomous learner, creative and critical thinker, as they should be, to a mechanical recipient of knowledge. Not only is this result at odds with our country’s educational goal, but it will hamper students’ improvement in the long run. There is saying that learner autonomy is not suitable to the Chinese context. This paper mainly discusses one question—Is it really true that learner autonomy is not suitable to the Chinese context and gives a negtive answer to this question from theoretical element and data analysis.
Good Language Learner: From Autonomy Perspective
Parviz Maftoon,Parisa Daftarifard,Morvarid Lavasani
LiBRI : Linguistic and Literary Broad Research and Innovation , 2011,
Abstract: This paper investigated on the dual characteristics of good language learner in a foreign language (FL): autonomy, group cohesiveness and group norm. Data were collected by adopting methods of selecting good learners based on the achievement test and class participation, activity, and questionnaires. Fifty six learners took part in this study with more or less the same proficiency level. The results of the study showed that good language learners were more observant of the class norms rather than group cohesiveness. In addition, all of the good language learners were autonomous. The study had some certain implications regarding pedagogy in that teachers should assist poor language learners to increase their autonomy so that they may get closer to the ideal of being a good language learner. Key Words: Autonomy, group cohesiveness, good language learners.
LEARNER AUTONOMY IN FOREIGN LANGUAGE LEARNING IN ELEMENTARY SCHOOL  [cached]
Mehmet Nuri G?MLEKS?Z,Ebru BOZPOLAT
Zeitschrift für die Welt der Türken , 2012,
Abstract: Learner autonomy in foreign language learning involves students’ competence in decision making during their language learning process. One of the steps to be taken to develop learner autonomy in foreign language classes is to support students to develop the skill of decision making about their learning. Students’ involvement in decision making process effectively during their foreign language studies will help them develop their learner autonomy and learn a foreign language more efficient. The aim of this study is to determine the opinions of sixth grade students enrolled at elementary schools in Sivas city center towards learner autonomy in foreign language learning. Descriptive research method, which involves gathering data concerning current status of the phenomena, was used in the study. The study population is comprised of seventh grade students enrolled at elementary schools in Sivas city center in spring term of 2010-2011 academic year. Sample of the study consists of 975 students selected randomly. The stratified proportional random sampling procedure was used to select the schools. Learner Autonomy Questionnaire developed by Egel (2003) was used as the data collection tool. The questionnaire, developed to determine students’ opinions towards learner autonomy in foreign language learning, includes 44 items and nine sub-scales. Cronbach Alpha reliability coefficient of the questionnaire was measured to be .81. Frequency, percent, independent groups t test and Mann Whitney U test were utilized to analyze the data. Results with p<.05 were considered statistically significant. The study has not been completed yet and the study process is still going on both from the statistical process and interpretation of the findings. The research results proved that female students were better in readiness for self-direction, independent work in language learning, selection of content and assessment/motivation sub-scales. No statistically significant differences were found among the students views in importance of class/teacher, role of teacher: explanation/supervision, language learning activities, objectives/evaluation and other cultures sub-scales in terms of gender variable.
Editorial - Special issue on advising for language learner autonomy
Katherine Thornton
Studies in Self-Access Learning Journal , 2012,
Abstract: A very warm welcome to the first issue of SiSAL journal of 2012, a special issue associated with the recent IATEFL Learner Autonomy SIG-sponsored conference, Advising for Language Learner Autonomy, held on November 12, 2011, at Kanda University of International Studies. This issue features papers from presenters at the conference who are all involved in advising for language learning (ALL). This conference was the first to be entirely dedicated to the field of language advising, and as such marks another significant landmark in the journey of ALL towards being fully recognized as a professional field in its own right (previous landmarks being the publication of the first book on advising in 2001 by Mozzon-McPherson and Vismans, a special issue of System in 2007, and the introduction of a professional qualification in learning advising at the University of Hull).
Teacher-Learner Autonomy in Second Language Acquisition  [cached]
Hui YAN
Canadian Social Science , 2010,
Abstract: This Paper intends to discuss teacher autonomy as well as learner autonomy, thus giving some insights into the study and application of learning autonomy in second language Acquisition(SLA). Key words: teacher autonomy; learner autonomy; interactions Résumé: Cet article compte discuter de l'autonomie des enseignants et l'autonomie des apprenants, ce qui donne un certain éclairage sur l'étude et l'application de l'autonomie d’études dans l’acquisition d’une deuxième langue (SLA). Mots-Clés: autonomie d’enseignant, autonomie d’apprenant, interactions
Learner autonomy development through digital gameplay  [PDF]
Alice Chik
Digital Culture & Education , 2011,
Abstract: Playing digital games is undeniably a popular leisure activity, and digital gaming is also gaining academic attention and recognition for enhancing digital literacies and learning motivation. One tricky issue when exploring digital gaming in Asian contexts is the popularity of English and Japanese games. Though Chinese and Korean online games are readily available, many of the more popular commercial off-the-shelf (COTS) digital games are in English and Japanese. Students in Hong Kong are required to take English as a foreign language, which resulted in a huge range of proficiency, but Japanese is not offered at public schools. So, most Hong Kong gamers are playing foreign language games. Yet language barriers do not diminish the market demand for foreign language digital games. This paper explores the phenomenon of digital gaming in foreign languages. Based on findings from an on-going research project with ten undergraduate video gamers (F=4, M=6), this paper argues that gamers exercise learner autonomy by managing their gaming both as leisure and learning experiences.
Motivating Chinese Students by Fostering Learner Autonomy in Language Learning
Zejun Ma,Ruixue Ma
Theory and Practice in Language Studies , 2012, DOI: 10.4304/tpls.2.4.838-842
Abstract: Autonomy in language learning is a relatively new field and research on learner autonomy started in 1970s. However, as the theory and practice of language teaching enters a new century, the importance of helping students become more autonomous in their learning has become one of its more prominent themes. Nowadays, autonomy is widely accepted as a desirable goal in education. A common theme in justifications for autonomy, especially in general education but also in language learning, is that autonomous learners become more highly motivated and that autonomy leads to better, more effective work. This paper is aimed to investigate the link between motivation and learner autonomy, especially how motivation and autonomy can mutually reinforce each other with the emphasis on how the development of learner autonomy through developing negotiated syllabus helps to motivate students in language learning. We trust when we shift the power of making decisions for their own learning through negotiations into students’ hands, they will become highly motivated and whole-heartedly involved and take on greater responsibility for their own learning.
Constructivism and Learner Autonomy in Foreign Language Teaching and Learning: To what Extent does Theory Inform Practice?
Ping Wang
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.3.273-277
Abstract: Teachers' definition of what knowledge is, how people acquire it, and how we determine whether knowledge has been acquired or not influence greatly how we understand the teacher’s role in the classroom and to what extent we promote learner autonomy in the classroom. Learner-centeredness is one of the most important principles of constructivist FLT. Thus, we could say to a great extent constructivism in education informs the promoting of learner autonomy in the language teaching and learning today.
Action Research on Affective Factors and Language Learning Strategies: A Pathway to Critical Reflection and Teacher and Learner Autonomy
Fandi?o Parra,Yamith José;
Profile Issues in Teachers` Professional Development , 2008,
Abstract: this paper argues the importance of action research and critical reflection in the study of affective factors and language learning strategies in foreign language teaching. the starting point is a description of what affective factors and language learning strategies are and why colombian efl teachers should address these issues. critical reflection and action research are, then, presented as rigorous and systematic activities that teachers could engage in to help their students deal with the emotional difficulties of social interaction and language learning, to open their own work to inspection and, more importantly, to construct valid accounts of their educational practices. finally, action research is proposed as a powerful means for developing teacher and learner autonomy.
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