Show simple record

dc.contributor.authorZhong, Qunyan (Maggie)
dc.date.accessioned2015-04-27T22:08:24Z
dc.date.available2015-04-27T22:08:24Z
dc.date.issued2013
dc.identifier.isbn9780473268053
dc.identifier.urihttps://hdl.handle.net/10652/2772
dc.description.abstractLearner autonomy has received increasing attention in the field of Second Language Acquisition (SLA). Many educators believe that the ultimate goal of teaching is to help students become life-long, independent learners. Holec, who was one of the first to explore the concept of learner autonomy, defines autonomy as ‘the ability to take charge of one’s own learning’ (1981: 3). Over the last few decades, in the field of SLA, considerable effort has been expended in identifying environmental and individual factors affecting learner autonomy and conditions for fostering it (Benson 2007). However, a review of the literature on learner autonomy indicates that studies examining the effects of learner beliefs on learner autonomy are less frequent. It can be argued that it is essential to discover and identify learners’ beliefs when promoting autonomous learning. This is simply because human beings are designers of their own actions (Argyris and Schön 1974). Behind all actions there are underpinning beliefs; hence, learners’ autonomous learning is also governed by their beliefs.en_NZ
dc.language.isoenen_NZ
dc.publisherIndependent Learning Associationen_NZ
dc.relation.urihttp://www.independentlearning.org/uploads/100836/files/ILA_2012_Proceedings.pdfen_NZ
dc.rightsCopyright © Independent Learning Association 2013en_NZ
dc.subjectlearner autonomyen_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.subjectL2 acquistionen_NZ
dc.subjectESLen_NZ
dc.titleA naturalistic inquiry of the relationship between learner beliefs and learner autonomyen_NZ
dc.title.alternativeResearch question 1: What are the beliefs that Chinese learners hold about language learning?en_NZ
dc.title.alternativeResearch question 2: In what ways do these beliefs affect their autonomy?en_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderIndependent Learning Associationen_NZ
dc.subject.marsden200401 Applied Linguistics and Educational Linguisticsen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationZhong, Q. (2013). A naturalistic inquiry of the relationship between learner beliefs and learner autonomy. In M. Hobbs and K. Doffs (Eds), ILAC Selections: Autonomy in a Networked World, 5th Independent Learning Association Conference 2012. Independent Learning Association: Christchurch, New Zealand(Ed.),(121-123).en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage121en_NZ
unitec.publication.lpage123en_NZ
unitec.publication.titleLAC Selections: Autonomy in a Networked World, 5th Independent Learning Association Conference 2012.en_NZ
unitec.conference.title5th Independent Learning Association Conference 2012en_NZ
unitec.conference.orgIndependent Learning Associationen_NZ
unitec.conference.locationRutherford House, Victoria University of Wellingtonen_NZ
unitec.conference.sdate2012-08-30
unitec.conference.edate2012-08-02
unitec.peerreviewedyesen_NZ
unitec.identifier.roms55646en_NZ


Files in this item

Thumbnail

This item appears in

Show simple record