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Zusatztext "This book deserves close reading by anyone who is interested in helping language learners develop themselves." - The ELT Journal Informationen zum Autor Phil Benson is a Professor in the Department of English at the Hong Kong Institute of Education.He has published widely on autonomy and narrative research and is now pursuing interests in second language identities and popular culture and education. Klappentext Teaching and Researching Autonomy provides an accessible and comprehensive critical account of the theory and practice of autonomy. Examining the history of the concept, it addresses important questions of how we can identify autonomy in language learning behaviours and how we can evaluate the wide variety of eductional practices that have been designed to foster autonomy in learning. Zusammenfassung Autonomy has become a keyword of language policy in education systems around the world, as the importance of independent learning and new technologies has grown. Now in a fully revised and updated second edition, Teaching and Researching Autonomy provides an accessible and comprehensive critical account of the theory and practice of autonomy. Examining the history of the concept, it addresses important questions of how we can identify autonomy in language learning behaviours and how we can evaluate the wide variety of educational practices that have been designed to foster autonomy in learning. Topics new to this edition include: - Autonomy and new technologies - Teacher autonomy - The sociocultural implications of autonomy With over three hundred new references and five new case studies of research on autonomy providing practical advice on research methods and topics in the field, Teaching and Researching Autonomy will be an essential introduction for teachers and students to a subject at the cutting edge of language teaching and research. Inhaltsverzeichnis General Editors’ Preface Author’s Acknowledgements Introduction Section I: What is autonomy 1 The history of autonomy in language learning 1.1 Origins of the concept 1.2 Autonomy and self-access 1.3 Autonomy and learner training 1.4 Autonomy and individualisation 1.5 Autonomy and interdependence 1.6 Why autonomy? Why now? 1.7 The two faces of autonomy 2 Autonomy beyond the field of language education 2.1 Educational reform 2.2 Adult education 2.3 The psychology of learning 2.4 The philosophy of personal autonomy 2.5 Autonomy in language learning and its sources 3 Defining and describing autonomy 3.1 Dimensions of autonomy 3.2 Versions of autonomy 3.3 Measuring autonomy 3.4 Autonomy and culture 4 Control as a natural attribute of learning 4.1 Self-management in learning 4.2 Learner agendas in the classroom 4.3 Control of psychological factors influencing learning 4.4 The seeds of autonomy 5 Dimensions of control 5.1 Control over learning management 5.2 Control over cognitive processing 5.3 Control over learning content 5.4 Describing the autonomous learner 6 Conclusion Section II: Autonomy in practice 7 Fostering autonomy 8 Resource-based approaches 8.1 Self-access 8.2 Tandem learning 8.3 Distance learning 8.4 Self-instruction 8.5 Out-of-class learning 8.6 The effectiveness of resource-based learning 9 Technology-based approaches 9.1 Computer-assisted language learning 9.2 The Internet 9.3 The effectiveness of technology-based approaches 10 Learner-based approaches 10.1 Learner development and language learning 10.2 Learner development and auton...
