Teaching and Researching Autonomy in Language Learning (Language in Social Life Series)

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.

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

6. Conclusion

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

14. Conclusion

SECTION 3: RESEARCHING AUTONOMY

15. Research Methods and Key Areas of Research

16. Case Studies

17. Conclusion

SECTION 4: RESOURCES FOR TEACHING AND RESARCH

18. Resources for Research and Practice

References

Index