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Teaching and Researching
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Table of Contents

General Editors' Preface Author's Acknowledgements IntroductionSection 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 ConclusionSection 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 approaches10 Learner-based approaches10.1 Learner development and language learning10.2 Learner development and autonomy10.3 The effectiveness of learner-based approaches11 Classroom-based approaches11.1 Planning classroom learning11.2 Evaluating classroom learning11.3 The nature of control in the classroom11.4 The effectiveness of classroom-based approaches12 Curriculum-based approaches12.1 The process syllabus12.2 Examples of curriculum-based approaches12.3 The effectiveness of curriculum-based approaches13 Teacher-based approaches13.1 Teacher roles13.2 Teacher autonomy13.3 Language advising13.4 Teacher education13.5 The effectiveness of teacher-based approaches14 ConclusionSection III: Researching Autonomy15 Research methods and key areas of research15.1 Teachers' research15.2 Key areas of research16 Case studies16.1 Case study 1. Out-of-class learning16.2 Case study 2. Self-organised language learning16.3 Case study 3. The discourse of language advising16.4 Case study 4. Self-directed learning in the classroom16.5 Case study 5. Language acquisition in autonomous classrooms16.6 Case study 6. What do good independent learners do?17 ConclusionSection IV: Resources18 Resources for research and practice18.1 Books, journals and newsletters18.2 Conferences and workshops18.3 Professional associations18.4 E-mail lists18.5 Web sites18.6 Bibliographies18.7 Self-access centres References Index

Promotional Information

Part of the highly-regarded Applied Linguistics in Action series, Teaching and Researching: Autonomy in language learning, provides the most up-to-date coverage of the latest developments and theories, demonstrating how they can be researched, developed and then practically applied.

About the Author

Phil Benson is a Professor in the Department of English at the Hong Kong Institute of Education. He has published widely on autonomy and narrative research and is now pursuing interests in second language identities and popular culture and education.

Reviews

"This book deserves close reading by anyone who is interested in helping language learners develop themselves."

- The ELT Journal

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