Show Less

Learner Autonomy in Language Learning: Defining the Field and Effecting Change

Series:

Edited By Sara Cotterall and David A. Crabbe

This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.

Prices

Show Summary Details
Restricted access

List of contributors 183

Extract

LIST OF CONTRIBUTORS Naoko Aoki, Faculty of Letters, Osaka University, Japan. Andrew Cohen, Department of ESL, University of Minnesota, United States of America. Sara Cotterall, School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. David Crabbe, School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand. Leni Dam, Royal Danish School of Further Education, Copenhagen, Denmark. Vera Maria Xavier dos Santos, Faculdades Franciscanas (FAFRA)- Santa Maria, Rio Grande do Sui, Brazil. Alison Hoffmann, Language Learning Centre, Victoria University of Wellington, New Zealand. Viviane Horbach, Universidade Federal de Santa Maria (UFSM) - Santa Maria, Rio Grande do Sui, Brazil. Ken Keobke, Division of Language Studies, City University of Hong Kong. Jose Lai, English Language Teaching Unit, Chinese University of Hong Kong. Lienhard Legenhausen, English Department, University of Munster, Germany. 183 David Little, Centre for Language and Communication Studies, Trinity College, Dublin, Ireland. Elaine Martyn, English Centre, University of Hong Kong. Steven McDonough, Department of Language and Linguistics, University of Essex, United Kingdom. Michael Muller-Verweyen, Goethe Institute, Kyoto, Japan. David Nunan, English Centre, University of Hong Kong. Valerie Pickard, English Centre, University of Hong Kong. Philip Riley, Centre de Recherches et d' Applications Pedagogiques en Langues (CRAPEL), University of Nancy 2, France. Gail Schaefer Fu, English Language Teaching Unit, Chinese University of Hong Kong. Richard Smith, Tokyo University of Foreign Studies, Japan. Cecilia Thavenius, Lund University, Sweden. Flavia Vieira, Institute of Education and Psychology, University of the Minho, Portugal. Peter Voller, English Centre, University...

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.