Teaching and researching autonomy
著者
書誌事項
Teaching and researching autonomy
(Applied linguistics in action)
Pearson Education Limited, 2011
2nd ed
- : pbk
大学図書館所蔵 全47件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 249-277) and index
First ed. published 2001
Publisher varies: Routledge
内容説明・目次
内容説明
Autonomy has become a key concept in language education. This comprehensive account of autonomy in language learning, clearly details the history and sources of the concept, discusses current areas of debate and looks at practical applications in the classroom.
目次
General Editors' Preface
Author's Acknowledgements
Introduction
Section I: What is autonomy
1 The history of autonomy in language learning
1.1 Origins of the concept
1.2 Autonomy and self-access
1.3 Autonomy and learner training
1.4 Autonomy and individualisation
1.5 Autonomy and interdependence
1.6 Why autonomy? Why now?
1.7 The two faces of autonomy
2 Autonomy beyond the field of language education
2.1 Educational reform
2.2 Adult education
2.3 The psychology of learning
2.4 The philosophy of personal autonomy
2.5 Autonomy in language learning and its sources
3 Defining and describing autonomy
3.1 Dimensions of autonomy
3.2 Versions of autonomy
3.3 Measuring autonomy
3.4 Autonomy and culture
4 Control as a natural attribute of learning
4.1 Self-management in learning
4.2 Learner agendas in the classroom
4.3 Control of psychological factors influencing learning
4.4 The seeds of autonomy
5 Dimensions of control
5.1 Control over learning management
5.2 Control over cognitive processing
5.3 Control over learning content
5.4 Describing the autonomous learner
6 Conclusion
Section II: Autonomy in practice
7 Fostering autonomy
8 Resource-based approaches
8.1 Self-access
8.2 Tandem learning
8.3 Distance learning
8.4 Self-instruction
8.5 Out-of-class learning
8.6 The effectiveness of resource-based learning
9 Technology-based approaches
9.1 Computer-assisted language learning
9.2 The Internet
9.3 The effectiveness of technology-based approaches
10 Learner-based approaches
10.1 Learner development and language learning
10.2 Learner development and autonomy
10.3 The effectiveness of learner-based approaches
11 Classroom-based approaches
11.1 Planning classroom learning
11.2 Evaluating classroom learning
11.3 The nature of control in the classroom
11.4 The effectiveness of classroom-based approaches
12 Curriculum-based approaches
12.1 The process syllabus
12.2 Examples of curriculum-based approaches
12.3 The effectiveness of curriculum-based approaches
13 Teacher-based approaches
13.1 Teacher roles
13.2 Teacher autonomy
13.3 Language advising
13.4 Teacher education
13.5 The effectiveness of teacher-based approaches
14 Conclusion
Section III: Researching Autonomy
15 Research methods and key areas of research
15.1 Teachers' research
15.2 Key areas of research
16 Case studies
16.1 Case study 1. Out-of-class learning
16.2 Case study 2. Self-organised language learning
16.3 Case study 3. The discourse of language advising
16.4 Case study 4. Self-directed learning in the classroom
16.5 Case study 5. Language acquisition in autonomous classrooms
16.6 Case study 6. What do good independent learners do?
17 Conclusion
Section IV: Resources
18 Resources for research and practice
18.1 Books, journals and newsletters
18.2 Conferences and workshops
18.3 Professional associations
18.4 E-mail lists
18.5 Web sites
18.6 Bibliographies
18.7 Self-access centres
References
Index
「Nielsen BookData」 より