Approaches to Learner Autonomy in Language Learning презентация

Approaches to Learner Autonomy in Language Learning Erin Lowry Senior English Language Fellow Centro Colombo Americano Armenia November 25, 2008

You cannot teach a man anything; you can only help him find it within himself. Galileo Galilei (1564-1642)

Learner Autonomy Defined Ability to take charge of one’s own learning Main idea behind learner autonomy is that students should take responsibility for their own learning, rather than be dependent on the teacher (Holec 1981) “The autonomous learner is one that constructs knowledge from direct experience, rather than one who responds to someone’s instruction” (Benson 2001)     

Characteristics of Autonomy Concept based in natural tendency for learners to take control over their learning. Autonomy may be displayed in different ways and to different degrees depending on each learner and learning situation. Learners who lack autonomy are capable of developing it given appropriate conditions and preparation. Autonomous learning is more effective than non-autonomous learning.

Versions of Autonomy

Characteristics of Autonomous Language Learners Seven main attributes (see Omaggio, 1978, cited in Wenden, 1998: 41-42): have insights into their learning styles and strategies take an active approach to the learning task at hand are willing to take risks are good guessers attend to form as well as to content, that is, place importance on accuracy as well as appropriacy develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply have a tolerant and outgoing approach to the target language

What Needs to Happen First Teacher becomes less of an instructor and more of a facilitator Students discouraged from relying on the teacher as the main source of knowledge Students’ capacity to learn for themselves is encouraged Students encouraged to make decisions about what they learn Students’ awareness of their own learning styles is encouraged Students encouraged to develop their own learning strategies

Oxford’s Model of Learner Autonomy Technical perspective Focus on physical situation Psychological perspective Focus on characteristics of learning Sociocultural perspective Focus on mediated learning Political-critical perspective Focus on ideologies, access, power structure

Some Background Autonomy is generally seen as a characteristic of adults Independent learning doesn’t mean solitude Autonomous learners are also part of communities of practice Autonomy is not necessarily a characteristic that is seen as important in learning in all cultures

Designing Courses that Promote Autonomy Take into consideration Learner goals The language learning process Tasks and design Learner strategies Reflection on learning

Our Goals as Teachers Train learners to function better while studying Ensure learners continue to acquire the second language after formal studies end (Field 2007) Not use set methodologies Our job is to create learning opportunities, not to impose a method. There’s no one way to learn a language (Benson 2001)

Fostering autonomy

5 Ways of Supporting Autonomy Resource-based Independent use of learning materials Technology-based Independent interaction with educational technologies Classroom-based Learner control over the planning and evaluation of classroom learning (power to make decisions)

5 Ways of Supporting Autonomy Con’t Curriculum-based Learner control over curriculum as a whole Teacher-based Emphasizes role of the teacher and teacher education in practice of fostering autonomy among learners Learner-based Development of autonomous learning skills

Resource-Based Self-access areas Use of authentic texts Self-instruction and distance learning

Self-Access Areas Technology Comptuers CDs & DVDs Learner literature Dictionaries Grammar reference Workbooks Books

Characteristics of Good Self-Access Materials classified by learners’ language level Suggestions on what to do next (pathways) Training for learners on how to use the resources and computers Making the area appropriate for learners How to keep interest going

Technology-Based Internet Software Computer-mediated communication

Classroom-based Learners are asked to set their own goals and plan activities within the classroom Self-assessment

Learner-based Learner development activities Language learning strategies & techniques (p.149) “Good language learner”

Curriculum-based Process syllabus Inquiry-based learning Project-based learning Task-based learning

Teacher-based Teacher roles Teacher autonomy

Our Roles as Teachers Voller (1997) identifies three roles for teachers working on an autonomous pedagogy the teacher as a facilitator the teacher as a counsellor the teacher as a resource

Activities for autonomous language learning

Strategy Training Learning strategies = the techniques you use to learn something 2 categories Metacognitive strategies Cognitive strategies

Metacognitive Strategies Thinking about your process of learning Planning Monitoring Problem-solving Evaluating

Cognitive Strategies Learners actually do something with the language in order to learn it, such as: Writing vocabulary lists Doing grammar exercises Listening to songs

Learning Journals Purpose Teacher-student channel Reactions Responses Open Formats Written, Online, Tapes, CDs How often Public or private

Learning Contracts What am I going to learn? (Objectives) How am I going to learn it? (Resources and Strategies) How am I going to know that I have learned it? (My evidence) How am I going to prove that I have learned it? (Verification by teachers and peers)

Personal Plans To use in the weeks after a lesson finishes

Learning Logs Individual student’s summary of what has been learned over a given period of time Beginner levels Teacher can help students summarize Young learners Circle appropriate drawings or adjectives

Learning Logs Consider asking one’s self questions such as: Did it go well? Why? What did you learn? Did it go badly? Why? What did you learn? How can you improve for next time Contains student’s record of their experiences, thoughts, feelings and reflections.

CALL / Technology Blogs Software Computer-mediated communication (CMC) Web 2.0 tools Wequests

Blogs

Websites

Webquests Presents student groups with a challenging task, scenario, or problem to solve using the Internet and its available resources Current events, controversial social and environmental topics work well

Reflection Incorporate reflective lessons into your teaching Have students consider: Their motivation Changes in attitudes and ideas Which skills they need for different kinds of assignments What is blocking their learning Any gaps in their knowledge or skills

Questions? Companion website for workshop http://colombotech.pbwiki.com/Approaches-to-Autonomous-Learning Email Erin [email protected]

Selected Resources Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson Education. Benson, P. & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. London: Longman. Healey, D. (2007). Theory and research: autonomy and language learning. In J. Egbert & E. Hanson-Smith (Eds.). CALL environments: research, practice, and critical issues (2nd Ed.). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe. Other resources cited on http://colombotech.pbwiki.com/Approaches-to-Autonomous-Learning