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dc.contributor.authorReinders, Hayo
dc.description.abstractIn 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.en_NZ
dc.publisherEdith Cowan Universityen_NZ
dc.subjectlearner autonomyen_NZ
dc.subject2nd language acquistionen_NZ
dc.titleTowards a classroom pedagogy for learner autonomy: a framework of independent language learning skillsen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderEdith Cowan Universityen_NZ
dc.identifier.doiDOI 10.14221/ajte.2010v35n5.4en_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationReinders, 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.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleAustralian Journal of Teacher Educationen_NZ

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