The complex nature of autonomy

Paiva, Vera Lúcia Menezes de Oliveira e; Braga, Junia de Carvalho Fidelis

doi:10.1590/s0102-44502008000300004

Cited by 22 publications

(19 citation statements)

References 8 publications

(4 reference statements)

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“…This latter implies a change in the roles of the teacher and the students, as well as a new conception of the language and, therefore, a new understanding of the way to teach it and learn it. On this grounds, Paiva & Braga (2008) state that "in the seventies, with the emergence of a new concept of language -language as communication -and the emphasis on the cognitive processes, autonomy appeared as a central feature in FL teaching" (p. 442). The importance of autonomy lies in the fact that it equips the student to overcome obstacles of different nature that may rise between him and his learning goals.…”

Section: Autonomy and Its Importance In Language Learningmentioning

confidence: 99%

“…In the field of language learning, autonomy becomes doubly important, as you need to be an independent learner as well as an independent user of the language (Pennycook, 1997). On these grounds, the concept of autonomy has become a major topic in Applied Linguistics research, as societies and institutions have embraced it as an important and desired educational goal (Benson, 2001;Benson & Voller, 1997;Sinclair, 2000;Paiva & Braga, 2008). Such is the case of Universidad del Valle, and more particularly of its School of Language Sciences, where the desire for autonomy is formally stated in the different official documents from the program curriculum, as well as in the institutional PEI 3 .…”

Section: Introductionmentioning

confidence: 99%

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Promotion of Learner Autonomy in a Freshmen’s English Course at a Colombian University

Ramírez

2018

GIST

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This paper presents the results of an Action-Research cycle conducted at Universidad del Valle, which aimed at fostering learner autonomy in freshmen from a foreign languages program, within an English course. The study established the freshmen's entrance profile regarding learner autonomy, and implemented a course based on the development of autonomous behaviors. Finally, an exit profile was established to measure the impact of the intervention. The results show significant progress in the development of some behaviors and suggest that this type of initiatives need to be planned in a long-term basis.

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Section: Autonomy and Its Importance In Language Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Promotion of Learner Autonomy in a Freshmen’s English Course at a Colombian University

Ramírez

2018

GIST

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“…Another lesson was the realization that autonomy is inextricably linked to space and place (Paiva & Braga, 2008). The elements of space and place have a role to play in the emergence of autonomy.…”

Section: Lessons Learnedmentioning

confidence: 99%

Autonomy in the Time of Complexity: Lessons from Beyond the Classroom

Murray

2017

SISAL

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Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over the past forty years, it has demonstrated its capacity to adapt to changing times. Introduced in the late 1970s during an era characterized by the teacher-dominated language classroom, learner autonomy provided a much-needed focus on learners as potentially independent individuals capable of taking charge of their learning. Later, as the so-called ‘social turn’ gained prominence in the field of applied linguistics, autonomy revealed itself to be a social construct developed through interdependence. Now, as applied linguists turn their attention to complexity science, what facets of learner autonomy can be revealed by examining the construct from the perspective of complex dynamic systems theory? This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.

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“…As Benson (2008) points out, many researchers have investigated autonomy, i.e., the learners' control over learning in various situations concerning the organization of learning from institutional perspectives (e.g., Kramsch & Whiteside, 2008;Lamb & Reinders, 2008;Little, 2007;Murray, Gao & Lamb, 2011;Paiva & Braga, 2008;Palfreyman, 2011;Benson & Nunan, 2005; see also Huang, 2013). He suggests, however, that research attention should be paid also to noninstitutional settings in the context of an individual's life.…”

Section: Everyday Life Learning Opportunitiesmentioning

confidence: 99%