Teaching and Researching: Autonomy in Language Learning

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  • Edition: 2nd
  • Format: Nonspecific Binding
  • Copyright: 2011-02-11
  • Publisher: Routledge

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Part of the highly-regarded Applied Linguistics in Actionseries, Teaching and Researching: Autonomy in language learning, provides the most up-to-date coverage of the latest developments and theories, demonstrating how they can be researched, developed and#xA0;then#xA0;practically applied. Offers clear guidelines on the evidence available for the effectiveness of practices associated with autonomy. Concluding chapters provide suggestions of issues for investigation, advice on action research design and a listing of internet resources. Includes practical guidelines on research design illustrated by case studies. - Helps the reader to design and carry out research on autonomy.

Author Biography

Phil Benson is a Professor in the Department of English at the Hong Kong Institute of Education. He has published widely on autonomy and narrative research and is now pursuing interests in second language identities and popular culture and education.

Table of Contents

General Editors’ Preface

              Author’s Acknowledgements


Section I:    What is autonomy

         1   The history of autonomy in language learning

      1.1   Origins of the concept

      1.2   Autonomy and self-access

      1.3   Autonomy and learner training

      1.4   Autonomy and individualisation

      1.5   Autonomy and interdependence

      1.6   Why autonomy? Why now?

      1.7   The two faces of autonomy

         2   Autonomy beyond the field of language education

      2.1   Educational reform

      2.2   Adult education

      2.3   The psychology of learning

      2.4   The philosophy of personal autonomy

      2.5   Autonomy in language learning and its sources                                                        


         3   Defining and describing autonomy

      3.1   Dimensions of autonomy

      3.2   Versions of autonomy

      3.3   Measuring autonomy

      3.4   Autonomy and culture                                                                                           


         4   Control as a natural attribute of learning

      4.1   Self-management in learning

      4.2   Learner agendas in the classroom

      4.3   Control of psychological factors influencing learning

      4.4   The seeds of autonomy

         5   Dimensions of control

      5.1   Control over learning management

      5.2   Control over cognitive processing

      5.3   Control over learning content

 5.4    Describing the autonomous learner

         6   Conclusion

Section II:    Autonomy in practice

         7   Fostering autonomy

         8   Resource-based approaches

      8.1   Self-access

      8.2   Tandem learning

      8.3   Distance learning

      8.4   Self-instruction

      8.5   Out-of-class learning

      8.6   The effectiveness of resource-based learning

         9   Technology-based approaches

      9.1   Computer-assisted language learning

      9.2   The Internet

      9.3   The effectiveness of technology-based approaches

       10   Learner-based approaches

    10.1   Learner development and language learning

    10.2   Learner development and autonomy

    10.3   The effectiveness of learner-based approaches

       11   Classroom-based approaches

    11.1   Planning classroom learning

    11.2   Evaluating classroom learning

    11.3   The nature of control in the classroom

    11.4   The effectiveness of classroom-based approaches

       12   Curriculum-based approaches

    12.1   The process syllabus

    12.2   Examples of curriculum-based approaches

    12.3   The effectiveness of curriculum-based approaches

       13   Teacher-based approaches

    13.1   Teacher roles

    13.2   Teacher autonomy

    13.3   Language advising

13.4    Teacher education

13.5    The effectiveness of teacher-based approaches

       14   Conclusion

Section III:    Researching Autonomy

       15   Research methods and key areas of research

    15.1   Teachers’ research

    15.2   Key areas of research

       16   Case studies

    16.1   Case study 1. Out-of-class learning

    16.2   Case study 2. Self-organised language learning

    16.3   Case study 3. The discourse of language advising

    16.4   Case study 4. Self-directed learning in the classroom

    16.5   Case study 5. Language acquisition in autonomous classrooms

    16.6   Case study 6. What do good independent learners do?

       17   Conclusion

Section IV:    Resources

       18   Resources for research and practice

    18.1   Books, journals and newsletters

    18.2   Conferences and workshops

    18.3   Professional associations

    18.4   E-mail lists

    18.5   Web sites

    18.6   Bibliographies

    18.7   Self-access centres



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