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This book 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 volume contains full chapters or extracts in 15 languages accompanied by a chapter or summary in English.
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The authors pay special attention to the ‘social turn’ and the volume concludes with a research agenda which draws on the social factors and agency.
This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa as an evolving teaching context.
As the title suggests, it is the teacher who is in the spotlight of this volume on learner autonomy. The issues addressed herein include the specific and ever-changing role of teachers within the context of autonomous learning. Teachers should become “researchers of their own teaching” and, as this book attests, they indeed do.
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.
This volume is the result of the two-day conference on language learner autonomy, “The answer is autonomy: issues in language teaching and learning”, which was held in Graz, Austria in June 2012. The book explores themes such as the role of technology; language learner autonomy and its demands on the teacher; learner beliefs, evaluation and assessment, and the role of the institution.
Since its original release, this book has made a notable contribution to the growing field of advising in language learning (ALL). ALL is the process and practice of working with learners, normally one-to-one, in order to promote learner autonomy. ALL is a unique field that overlaps with language teaching and counselling. The book contains 11 chapters related to the theory and practice of ALL.
The project showcased in this book examines beliefs, values and meanings regarding language learning and linguistic identity. Initial teacher education students map language experiences to body silhouettes and to record, through narratives, how their attitudes and perceptions are affected by their own language and cultural background.
This volume contains a collection of 48 articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. The ten “worms” explored in this volume are: Assessment, Classroom research, Counselling / advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, and Technology.
This collection of papers is the result of a conference by the IATEFL Learner Autonomy Special Interest Group. The volume contains 16 chapters that bring together language learner autonomy and the complex and multifaceted concept of action research.This volume shows that learner autonomy is both a prerequisite and ultimate goal of (action) research.
This selection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner autonomy SIG on “Learner autonomy in second language pedagogy and research - challenges and issues” which was held at the Fachsprachenzentrum, Leibniz Universität Hannover, Germany, from 27-28 September 2013.
This book has been written for people who are learning Japanese in classes and independently, and for teachers of Japanese. It offers practical ideas on how to learn Japanese and what to learn through the experiences of those who have become users of the language.
By Sharon Ahlquist and Réka Lugossy.
This book is about the power of story to engage and motivate, leading to effective language learning for learners aged 6-16. Theoretically grounded, the book combines a wealth of practical ideas related to teaching with stories and Storyline, and inspires teachers to undertake small scale explorations in their own classrooms.