Educational sciences didactics Language learner autonomy
Carson, L., Language learner autonomy: Myth, magic or miracle? , Proceedings of the international conference, 'From Teaching to Learning: Current Trends in English Language Teaching', From Teaching to Learning: Current Trends in English Language Teaching, Macedonia, April, 2010, 2010, 77 - 100
The shift in emphasis away from the processes involved in teaching
languages towards the processes involved in learning languages in formal
educational contexts has brought about one of the most remarkable changes
to the language classroom since the communicative approach. The
elaboration of the role ‘learner’ in this paradigm frequently involves discussion
of autonomy in language learning, although perhaps not in so many words. A
range of terms are employed in the discourse as practitioners and researchers
attempt to depict and unpick the involvement and responsibility of the learner
in learning, including, inter alia, agency (van Lier, 2010; Swain, 2007), selfdetermination
(Deci & Ryan, 2000; see also Sisamakis, 2006 and Carson,
2007 with reference to foreign language learning), self-regulation (Pintrich &
de Groot, 1990), learner-centredness (Tudor, 1996), learner engagement (van
Lier, 1996; Ohta, 2001; Corno & Mandinach, 1983) and learner empowerment
(Frymier et al., 1996; Schrodt et al., 2008). The first section of this paper
defines the notion of language learner autonomy, and review some key
concepts – and misconceptions – related to this topic; the second section
presents a case study of a university language programme designed to foster
language learner autonomy.
Please note: There is a known bug in some browsers that causes an
error when a user tries to view large pdf file within the browser window.
If you receive the message "The file is damaged and could not be
repaired", please try one of the solutions linked below based on the
browser you are using.
Items in TARA are protected by copyright, with all rights reserved, unless otherwise indicated.