As Nunan (2003; cited in Țurloiu & Stefánsdóttir, 2011) suggests, autonomous learning involves teachers' playing the role of facilitator -not the source- and allowing the L2 learners to be the decision makers in the classroom. Based on Lowes & Target (1999; cited in Țurloiu & Stefánsdóttir, 2011) teachers need to expose learners to the situations which involve exposure to L2 and language use. Besides learner's involvement in all aspects of learning, Țurloiu and Stefánsdóttir (2011) emphasize the role of learner assessment in developing autonomy. It means that they should be able to examine their knowledge and try to be self- reliant; of course this does not underestimate the role of teachers. On the other hand, Tomlinson (2003; cited in …show more content…
Moreover, Little (2004; cited in Hall, 2011) considers team- work, learning journals, and use of L2 as commonality of autonomous learners. In another categorization, Nunan (2000; cited in Chitashvili, 2007) connects the concept of autonomy to the communicative approaches and he proposes five levels through which a learner becomes autonomous: ‘Awareness’, ‘Involvement’, ‘Intervention’, ‘Creation’, and ‘Transcendence’. Finally, Benson (1997; cited in Ghodrati et al., 2014) divides the concept of autonomy into three types: technical autonomy, psychological autonomy, and socio-political autonomy. He defines technical autonomy as being capable of learning a language without a teacher through the use of some techniques and strategies. Psychological autonomy is the ability to take responsibility over one's own learning. Socio-political autonomy refers to learners' ability to manage the material and the processes of learning. Sinclair (1997; cited in Ghodrati et al.,2014) also provides a similar categorization in which he introduces four aspects of learner autonomy: social, individual, psychological, and …show more content…
Some authors suggest that autonomy is a western cultural concept that is not applicable in other cultures (Little, 1999; cited in Hall, 2011). Holliday (2003; cited in Hall,2011) opposes this view and considers autonomy to be a universal capability. He believes that autonomy only has different manifestations in other settings. Benson (2001; cited in Hall, 2011) also claims that if learners encounter the appropriate situations and opportunities, they are certainly able to develop
The Argument from Autonomy has three premises: 1. If hedonism is true, then autonomy contributes to a good life only insofar as it makes us happy. 2. Autonomy sometimes directly contributes to a good life, even if it fails to make us happy.
What autonomy does is it helps stimulates an atmosphere of self-improvement in a community rather than people being dependent on others. Besides not using people as mere means O’Neill believes in helping develop others’ ends so that they can be independent.
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
Willed learners need to be empowered from their own passion, and they need to have a substantial voice in their learning, which generates self-determination to succeed when their voice is truly heard. They learn by their choices, for them it is to lead, and not to be led by others. It generates trust, love, kindness and respect when a learner can express how they want to learn, and they are not prevented from learning in the manner they selected, but supported with trust, respect, love, caring, and kindness. It is personal learning, which is something instilled, willed by us, not a personalized learning which is selected for us. The responsibility of how one learns is largely their choice of how to learn, with assistance. The will to learn like young children wants to walk, talk, eat, or dress on their own. It is self-determination to succeed, and it is the self-determination within us, which drives us forward with our own interests.
Autonomy is defined by dictionary reference as the state or quality of self-governing, also known as th...
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
The next task these groups were asked to complete was to test the children’s ability to self-teach. Two sessions were conducted. The first session took place a week before the sec...
Due to the development of ICT, adaptive learning, which takes into account individual learners’ needs, is changing. Learners’ learning styles are one of the most significant characteristics. They can be categorized according to a number of criteria which are based on cognitive and emotional components of personality. Their combination leads to the countless individual variants of real learning methods which – to a certain degree – can be influenced by the current e-learning resources. When the e-learning resources can react to the learners’ input characteristics or their learning results, they become adaptive e-learning systems (AES) or intelligent AES.
Autonomous cars, they are an extraordinary move in the vehicle industry! For those who do not know what autonomous cars are, they are cars that drive themself, cars that have an autopilot feature. Autonomous cars are cars of the future, there are very few as of today. One of the first are made by the Tesla company.
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
Consider a scenario: After a long day at work, you are heading to a trip early morning next day and you have errands to complete before you leave for a weeklong vacation to Caribbean and attend a call while driving. With rush hour traffic in Los Angeles, 20 minutes commute is looking like 90 minutes commute.
Self-concept of the learner- Adult learners are naturally self- directed which means they will take ownership of what and how to learn and how to manage their time and learning.
It is difficult to understand that the basic function of a automobile hasn’t changed in the past 106 years.
Cooperative Language Learning seeks to develop classrooms that foster cooperation rather then competition, which is believed to lower the learner’s stress (195). According to Krashen’s Affective Filter Hypothesis, some people who are exposed to a large amount of comprehensible input are unable to acquire language because their affective filter, which is triggered by anxiety or negative attitudes, filters out input (Lightbrown, 106). By emphasizing cooperation rather then competition it is believed that learner’s becomes more receptive to input. Cooperation also allows learners to accomplish shared goals. By doing so individuals seek out outcomes beneficial to themselves and all other group members, maximizing their own and each others learning (Richards,195). McGroaty (1989) states that cooperative language learning offers “1. Increased frequency and variety of second language practice through different types of ...
This report aims at exploring the conception of self-managed learning in the background of a higher education as well as the various benefits it yields to higher education students. The report has incorporated relevant and reliable investigation with the aim of creating a comprehensive image of the various aspects of self-managed learning and its benefits to higher education students. Whereas the various benefits of self-managed learning to higher education students have been acknowledged, the manner in which they can be affectively acquired are poorly understood.