Show Less

Autonomy, Agency and Identity in Foreign Language Learning and Teaching

Series:

Jing Huang

This book offers readers a basic grounding in autonomy and related concepts of agency and identity in foreign language education. The ethnographic study explores how autonomy develops within the long-term process of EFL and TEFL learning in a Chinese social and institutional context. Through examining the general characteristics and patterns within the long-term development of autonomy among the students, the enquiry puts under close scrutiny a number of fundamental issues in autonomy research and practice, such as reactive autonomy in relation to proactive autonomy, personal autonomy in relation to learner autonomy, other-control in relation to self-control in the «multi-control model» of autonomy, and also issues of autonomy in the transition from foreign language learning to foreign language teaching. The study presents the more «describable» concepts of identity and agency to investigate the development of autonomy in foreign language learning and teaching and explores their complex interrelationships. The book finally highlights major contributions and limitations of the investigation, and provides implications and suggestions for theory, pedagogy and research.

Prices

Show Summary Details
Restricted access

Appendices 371

Extract

Appendices Appendix 1: Interviews in Fieldwork Trips (FTs) 1-5 There were altogether 99 group/pair/individual interviews with stu- dents (N = 73: 2002 cohort = 46; 2003 cohort = 21; 2005 cohort = 6) and teachers (N = 26), not including interviews out of research part- nerships (N = 30). For each round of interviews for each sub-group of the research participants in each FT, there is first a description of interview meth- ods and focuses (words in bold italics), followed by details of each single interview in that round (words in smaller font size). Each sub- group is marked as “[Cohort…-a/b/…]” (for students), or “[Teachers- a/b/c/d]” to indicate the sequential order as well as the total rounds of interviews with that sub-group. FT 1: September-December 2005 Interviewees: 2002-cohort (then 4th-year) students No. Time Group/P air/Ind Participants: Students (N) Brief remarks [Cohort2002-a] Before TP (teaching practicum), September 2005: Two focus group interviews with 4th-year students, focusing on learning to teach in university: (1) During the four years in college, have you intended to acquire knowledge or skills that you think will be useful for your future teaching? (2) How has our cur- rent BA TEFL curriculum affected you in terms of learning to teach? 1 Sept. 2005 Focus group N=10-20, from class 2002(3), including LT, PSY, FXS, YH Curriculum-based and ex- tracurricular TEFL learning 2 Sept. 2005 N=10, from classes 2002(1)(2)(5): LLP, LML, CXQ, WY, LY, WM, LJH, ZYL, LYH, and CCY 372 [Cohort2002-b] During TP, October-November 2005: Three focus...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.