Overview
What does ""autonomy"" mean within language learning? Should it be enhanced within national, institutional or small group culture and, if so, how can that be done? A variety of theoretical perspectives are here firmly anchored in research data from projects worldwide. By foregrounding cultural issues and thus explicitly addressing the concerns of many educators on the appropriateness and feasibility of developing learner autonomy in practice, this book offers practical benefits to language teachers.
Full Product Details
Author: D. Palfreyman ,
R. Smith
Publisher: Palgrave USA
Imprint: Palgrave Macmillan
Edition: 2003 ed.
Dimensions:
Width: 14.00cm
, Height: 2.00cm
, Length: 21.60cm
Weight: 0.540kg
ISBN: 9781403903549
ISBN 10: 1403903549
Pages: 292
Publication Date: 03 November 2003
Audience:
College/higher education
,
Professional and scholarly
,
Tertiary & Higher Education
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
'This is an essential collection for anybody interested in learner autonomy. Drawing on perspectives from different cultural and professional contexts, it offers a fresh view of issues in autonomy. One of its particular strengths lies in the way in which it brings together accounts offering direct engagement with personal experience, capturing a sense of the excitement and discovery inherent in this, and more conceptual papers that challenge common assumptions or invite readers to explore and reflect on their institutional contexts more carefully. It makes for an entertaining and informative mix of papers which is rewarding both practically and intellectually.' - Dr Keith Richards, Director, Language Studies Unit, Aston University, UK '...the present volume provides not only a rich overview of culturally mediated instances of learner autonomy but also an eminently practical resource guide for current or prospective teachers...In short, for anybody interested in learner autonomy from a cutural perspective, this book has something to offer.' - Claudia Kunschak, Language Awareness
'This is an essential collection for anybody interested in learner autonomy. Drawing on perspectives from different cultural and professional contexts, it offers a fresh view of issues in autonomy. One of its particular strengths lies in the way in which it brings together accounts offering direct engagement with personal experience, capturing a sense of the excitement and discovery inherent in this, and more conceptual papers that challenge common assumptions or invite readers to explore and reflect on their institutional contexts more carefully. It makes for an entertaining and informative mix of papers which is rewarding both practically and intellectually.' - Dr Keith Richards, Director, Language Studies Unit, Aston University, UK '...the present volume provides not only a rich overview of culturally mediated instances of learner autonomy but also an eminently practical resource guide for current or prospective teachers...In short, for anybody interested in learner autonomy from a cutural perspective, this book has something to offer.' - Claudia Kunschak, Language Awareness
Author Information
DAVID PALFREYMAN is based at Zayed University, Dubai, contributing to ESOL-related programmes in the English Language Centre and educational development in the Centre for Teaching, Learning and Assessment. His research interests include the roles of sociocultural context in language education, vocabulary curriculum development, and the use of information and communication technology. - RICHARD C. SMITH lectures in ELT/Applied Linguistics in the Centre for English Language Teacher Education, University of Warwick, UK. He taught for thirteen years in Japan, and his main research interests are in the field of learner autonomy, teacher education, cultural issues in ELT and history of language teaching.
