Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills
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Supplementary material
Other Title
Authors
Reinders, Hayo
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2010-08
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
learner autonomy
ESOL
2nd language acquistion
ESOL
2nd language acquistion
ANZSRC Field of Research Code (2020)
Citation
Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills. The Australian Journal of Teacher Education. 35(5). NOTE: This is research undertaken for Middlesex University, prior to the author being affiliated with the Unitec Institute of Technology.
Abstract
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.
Publisher
Edith Cowan University
Permanent link
Link to ePress publication
DOI
DOI 10.14221/ajte.2010v35n5.4
Copyright holder
Edith Cowan University
Copyright notice
All rights reserved