Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills
View fulltext online
Citation:Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills. The Australian Journal of Teacher Education. 35(5). NOTE: This is research undertaken for Middlesex University, prior to the author being affiliated with the Unitec Institute of Technology.
Permanent link to Research Bank record:https://hdl.handle.net/10652/2491
In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings.