Title: Fostering autonomy from within the classroom: The teacher's responsibility
Abstract: Autonomous language learning is justified by three arguments: the ideological, the psychological and the economic. There is increasing theoretical support for the psychological argument and language educators are working on the implications for curriculum development. There is now a considerable literature on training learners to use learning strategies but very little on autonomous learning as an approach to the curriculum as a whole. This paper addresses this issue by discussing how teachers might bridge the gap between public classroom activities and private learning activity. Firstly, it suggests that what is said about learning tasks in the classroom is an important signal of expectations of a learner's role in learning. Secondly, it discusses the design of language learning tasks and how this design might be influenced by an orientation towards autonomous learning. It concludes by suggesting that, to achieve the goal of fostering autonomy, teachers need to examine critically all classroom practice from the perspective of independent learning.
Publication Year: 1993
Publication Date: 1993-11-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 124
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