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    Fortress or bridge? : learners’ perceptions and practice in self access language learning

    Cotterall, Sara; Reinders, Hayo

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    article - 2001 - tesolanz (independent learning).pdf (260.6Kb)
    Date
    2000
    Citation:
    Reinders, H. (2000). Fortress or bridge? : learners’ perceptions and practice in self access language learning. Tesolanz 8, 23-38. NOTE: This is research undertaken for the School of Linguistics and Applied Language Studies, Victoria University of Wellington and the Department of Applied Language Studies and Linguistics, University of Auckland prior to the author being affiliated with the Unitec Institute of Technology.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2418
    Abstract
    Independent language learning is an essential complement to classroom-based learning if learners are to acquire target competence in a realistic period of time. It follows that language teachers can help promote learning efficiency by making links between teacher-guided learning and learner-initiated activities outside class. In an effort to encourage out of class learning, many institutions in the last ten years have established language resource centres where learners are encouraged to learn independently. This article reports on an investigation of the perceptions and practices of a group of learners enrolled in an intensive English course in relation to their out-of-class language learning. The project sought to answer the following questions: 1 How efficient and effective are the self access language learning opportunities currently provided as part of Victoria University’s English Proficiency Programme? 2 How do learners perceive self access language learning (SALL)? 3 What links do learners make between their self access language learning and their classroom learning?
    Keywords:
    self-access centres (SACs), language learner autonomy, independent learning
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
    Copyright Holder:
    Tesolanz

    Copyright Notice:
    “This is a preprint of an article submitted for consideration in the Tesolanz Journal. © Tesolanz 2000. which is available online at: http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/TESOLANZ_Journal_Volume_08_2000.aspx
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Journal Articles [247]

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