People learn foreign languages in many different contexts and for many different reasons. However, they all have in common the need to be able to learn independently in some way. The chapters in this book describe a range of contexts for independent language learning around the world, some related to children, others to adults, some to classrooms, others to self-access centres or even to distance learning. They explore a number of issues to consider when supporting these learners. In addition, a number of practical interventions are described. This book also includes a thematic bibliography of publications in this field.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2006. XII, 277 pp., num. tables
Contents: Sophie Bailly/Maud Ciekanski: Learning as Identity in Practice: the Role of the Learner-Advisor Relationship
in a Supported Self-directed Learning Structure – Marie-José Gremmo/Desirée Castillo: Advising in a Multilingual Setting:
New Perspectives for the Role of the Advisor – Shawn Loewen: Autonomy and Language Learning Behaviour: the Role of Student
Initiation in Meaning-focused L2 Lessons – Cynthia White: Robinson Crusoe and the Challenges of Supported Distance Language
Learning – Bruce Morrison: Mapping a Self-access Language Learning Centre – Terry Lamb: Supporting Independence: Students’
Perceptions of Self-management – Manuel Jiménez Raya: Autonomy Support through Learning Journals – Marina Mozzon-McPherson/Cathy
Dantec: Managing Language Learning at University: an Analysis of a Strategy-based Training Programme – Sarah Toogood/Richard
Pemberton: Scaffolding for Self-Access Language Learning and the FTG Model – Sabine Gläsmann: Buddy up! - Encouraging Online
Collaboration in University Language Learning – Hayo Reinders: Supporting Independent Learning through an Electronic Learning
Environment – Phil Benson/Jing Huang: Autonomy in Language Learning: a Thematic Bibliography.