Synopses & Reviews
Applied Linguistics in Action Series
Series Editors: Christopher N. Candlin, Chair Professor of Applied Linguistics, Centre for English Language Education and Communication Research, City University of Hong Kong
David R. Hall, Head of Linguistics Department, Macquarie University, Sydney
Autonomy, or the ability of learners to control their own learning, has become a key concept in language education, influencing activities as diverse as self-access, distance learning, computer-assisted language learning, learner training, classroom practice and curriculum design.
Teaching and Researching Autonomy in Language Learning is the first volume to offer a comprehensive account of autonomy in language learning, and the educational practices associated with the concept. The book:
* details the history and sources of the concept of autonomy
* discusses areas of debate concerning its definition
* reviews research on theoretical and practical applications
* offers clear guidelines to educators on the evidence for the effectiveness of practices associated with autonomy
The final chapter offers suggestions of issues for investigation, advice on action research design and a listing of relevant internet resources. This chapter can also be found on the Teaching and Researching Autonomy in Language Learning companion web-site.
Teaching and Researching Autonomy in Language Learning will be welcomed by practising and training language teachers and students of Applied Linguistics, TESOL and TEFL both for its comprehensive, up-to-date coverage and for the new insights it offers into the theory and practice of autonomy.
Phil Benson is a Lecturer at the English Centre, University of Hong Kong. He has taught English and Applied Linguistics at the University of Hong Kong since 1991 and has published widely on autonomy and related issues in applied linguistics. He is the co-editor of the Longman volume Autonomy and Independence in Language Learning (1997)
Appropriate for third year and above students, lecturers and researchers in applied linguistics. Also of interest to language teachers and researchers involved in autonomous learning, self-access, and learner training, and the TESOL market in general. This book is the first to offer a comprehensive account of autonomy in language learning and the educational practices associated with the concept. It details the history and sources of the concept of autonomy, discusses areas of debate concerning its definition and reviews research on theoretical and practical applications.
Includes bibliographical references (p. 236-253) and index.
Table of Contents
SECTION 1: WHAT IS AUTONOMY
1. The History of Autonomy in Language Learning
2. Autonomy Beyond the Field of Language Education
3. Defining and Describing Autonomy
4.Control as a Natural Attribute of Learning
5. Levels of Control
SECTION 2: AUTONOMY IN PRACTICE
7. Fostering Autonomy
8. Resource-Based Learning
9. Technology-Based Approaches
10. Learner-Based approaches
11. Classroom-Based Approaches
12. Curriculum-Based Approaches
13. Teacher-Based Approaches
SECTION 3: RESEARCHING AUTONOMY
15. Research Methods and Key Areas of Research
16. Case Studies
SECTION 4: RESOURCES FOR TEACHING AND RESARCH
18. Resources for Research and Practice