scholarly journals Learner Autonomy in Foreign Language Education and in Cultural Context

2015 ◽  
Vol 180 ◽  
pp. 352-356 ◽  
Author(s):  
Biljana Ivanovska
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education

scholarly journals Basic factors of developing learner autonomy in foreign language education (with the main focus on Kazakhstan)

2019 ◽  
Vol 9 (2) ◽  
pp. 126-139
Author(s):  
Bakytzhan Zhakanovna Zhankina ◽  
◽  
Ekaterina Alekseevna Kostina ◽  
Bakhytgul Asylbekovna Zhetpisbayeva ◽  
Sergali Tuleubekovich Kargin ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education

scholarly journals Autonomy in the transition from foreign language learning to foreign language teaching

2008 ◽  
Vol 24 (spe) ◽  
pp. 421-439 ◽  
Author(s):  
Phil Benson ◽  
Jing Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Teacher Autonomy ◽  
Professional Freedom ◽  
Learning Projects

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals CROSS-CULTURAL CONTEXT OF FOREIGN LANGUAGE EDUCATION AT THE PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 10 (36) ◽  
Author(s):  
E.V KALUGINA ◽  
◽  
R.I KUSARBAEV ◽  
A.F MATUSZAK ◽  
O.V MUKHAMETSHINA ◽  
...  
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Education ◽  
Foreign Language Education ◽  
Cross Cultural

On the Correlations between Teacher Autonomy and Learner Autonomy under the Network Environment

2011 ◽  
Vol 271-273 ◽  
pp. 1499-1504
Author(s):  
Shu Fang Wu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Network Environment ◽  
College English ◽  
Qualitative Approaches ◽  
Influential Variable ◽  
The Relationship

Following learner autonomy （LA）, teacher autonomy （TA） has recently acquired a prominence in discourse on foreign language education. This study, taking TA as one influential variable on LA, tries to explore the relationship between them by conducting the investigation of some Chinese college English teachers of non-English majors with quantitative and qualitative approaches. The results show that there exist some correlations between TA and LA. In the end, the author gives some suggestions on how to promote learners autonomy in their English learning by cultivating and promoting teachers’ own autonomy in English teaching under the network environment.

scholarly journals Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin

2015 ◽  
Vol 5 (5) ◽  
pp. 587-606
Author(s):  
Mustafa Özdere
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Study Data ◽  
Survey Study ◽  
Formal Learning ◽  
The Past ◽  
Language Instructors ◽  
Foreign Language Instructors

Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.

scholarly journals On the Relationship Between Teacher Autonomy and Learner Autonomy

2020 ◽  
Vol 13 (6) ◽  
pp. 153
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Focal Point ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Theoretical Research ◽  
The Relationship

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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