Language learner autonomy in practice: possibilities in a foreign language situation

Abstract

In this article the concept of learner autonomy is applied to the foreign language classroom although some ideas might also be useful within a second language context. It begins by approaching the different problems that a foreign language context entails. It then goes on to put forward the rationale which justifies David Little's construct of developmental and experiential leaming (Learner Autonomy) as the result of both interactional and inferential input. The latter is redenned here on the basis of a pragmatic theory: Relevance Theory, first proposed by Dan Sperber and Deirdre Wilson in 1986. Finally, some hints aiming to foster learner autonomy inside and outside the classroom are reported after an experience with university students of English in Spain.

Investigating the Effect of Blended Learning on Iranian EFL Learners' Autonomy, Self-esteem, and Vocabulary Achievement

“…The motivation for autonomous learning is not a new key component. Learner autonomy, as a relatively new field of research, has progressively evolved since the 1970s as a result of a new breed of enthusiasm in active learning research papers: students have increasingly been taken into consideration as language makers rather than as learners of a system imposed by society (Bocanegra & Haidi, 1999;Namaziandost, Nasri, & Ziafar, 2019). Learner autonomy is seen as one of the critical factors determining whether a person achieves or misses the mark of his or her ability.…”

Developing the Speaking Skills of English as a Foreign Language (EFL) Preparatory Schoolers Using Self-Study Strategies

“…Because of its importance as the philosophy of self-study, self-directed learning, autonomous learning, self-monitoring, self-assessment, learner strategies, self-help learning strategies, learner training and self-access learning the researcher of the present study talks about the importance of learner autonomy as follows. Bocanegra et al (1999) indicates that autonomy enables children to; (1) encounter, manipulate, and observe new knowledge to construct meaning for themselves; (2) become producers of language rather than simply learners of a linguistic system and; (3) develop an explicit understanding of the purpose of their learning as well as learning activities and outcomes. Little (2002a) argues that learners who enjoy a high degree of social autonomy in their learning environment especially the classroom should find it easier than otherwise to master the full range of discourse roles that generate effective and spontaneous communication in real life situations.…”

Creencias de futuros docentes sobre la gramática en la enseñanza de idiomas

“…En este contexto socioeducativo irrumpe con fuerza también en los últimos años la revolución pedagógica que conlleva la incorporación de las tecnologías de la información y las comunicaciones (TIC) a las aulas (Chun et al, 2016 la enseñanza de lenguas, aunque no exclusivamente, este proceso deriva en propuestas de blended learning que, por una parte, ofrecen una posibilidad de diversificación de los modelos lingüísticos a que se expone el aprendiente, pero que también exigen una nueva forma de planificación didáctica. Los docentes deben ser ahora conscientes de las posibilidades que ofrece el espacio de aprendizaje presencial para el ensayo (desde el más básico imitativo hasta el más creativo) de la interacción directa (Bocanegra y Haidl, 1999), al tiempo que reservan el espacio de aprendizaje virtual para la exposición a procesos igualmente explorativos de interpretación (primero extensiva y paulatinamente más y más intensiva) o de producción (oral o escrita). En otras palabras, los docentes ya no planifican solamente lo que acontece en el aula, sino que coordinan esto con lo que actualmente puede hacerse fuera de ella, con independencia de si son actividades de recepción o de producción, individuales o cooperativas, etc.…”