Towards Autonomy in Language Learning: Theoretical Implications and Practical Applications

Abstract

'Language not only transmits, it creates or constitutes knowledge or reality. ' (J. S. Bruner, 1986) It is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system.Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978;Johnson 2001;Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schön (1987) claims, acts as a 'problem-solver', able to make decisions and put those decisions into practice. That is to say, learning is 'the creation of knowledge' (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy

Improving the Students' English Skills through Online Activities in Moodle Platform

“…This course was intended to equip students with English skills to complete secretarial task. As stated by Toselli and Milan (2006) that English for Secretary as learning English which was designed to meet the needs of secretaries who carry out administrative tasks in English both verbally and in writing. The Secretary was an assistant leader in starting and completing a job.…”