http://www.code.u-air.ac.jp/wp-content/uploads/05-6.pdf
NIME研究報告 6－2005
日本の大学生の基礎学力構造とリメディアル教育
ＩＴ活用学力支援研究
小野 博 村木英治 林 規生 杉森直樹 野崎浩成
西森年寿 馬場眞知子 田中佳子 國吉丈夫 酒井志延
酒井志延・小野博 (2005). 英語e-learningの確証実験 日本の大学生の基礎学力構造とリメディアル教育 『NIME研究報告2005-6』，6, 111-119.
Showing posts with label autonomy. Show all posts
Showing posts with label autonomy. Show all posts
Sunday, May 23, 2010
Tuesday, May 4, 2010
Using Web 2.0 Tools to create independent learners
Using Web 2.0 Tools to create independent learners hits the headlines
Can using web 2.0 tools develop independent learners? (Presentation)
Can using web 2.0 tools develop independent learners? (Presentation)
Thursday, September 17, 2009
【自律】References
酒井論文より
Barfield 2003
Benson 2001
Bruner1983
小松川浩(2006). パネルディスカッション「大学におけるe-learningの定着に向けて」での発言 大学でのe-learningの成功のための学内での取り組みについて 独立行政法人 メディア教育開発センター.
Lamb, M., 2004. “It depends on the students themselves”: independent language learning at an Indonesian state school. Language, Culture and Curriculum 17 (3), 229-245.
毎日新聞(2008). 低迷する英語力 大学がてこ入れ 2月18日付朝刊.
Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Benson 2001
Bruner1983
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. 米山・関(2005)訳『動機づけを高める英語指導ストラテジー』大修館書店.
久村2006
石田雅近・緑川日出子・久村研・酒井志延・笹島茂 (2001). 『現職英語教員の教育研修の実態と将来像に関する総合的研究 平成12年度科学研究補助金基盤研究(B)研究成果報告書，研究課題番号12480055』.
加島祥造(1994). 『カタカナ英語の話』 南雲堂.
Kiyota 2008
小張敬之(2006). 私のe-learningの成功と失敗－困難から問題解決への道－ 大学でのe-learningの成功のための学内での取り組みについて. NIME 研修講座資料集 独立行政法人 メディア教育開発センター.
小松川浩(2006). パネルディスカッション「大学におけるe-learningの定着に向けて」での発言 大学でのe-learningの成功のための学内での取り組みについて 独立行政法人 メディア教育開発センター.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT & London, UK: Yale University Press.
Lamb, M., 2004. “It depends on the students themselves”: independent language learning at an Indonesian state school. Language, Culture and Curriculum 17 (3), 229-245.
Littlewood, W. T. (1999). “Defining and Developing Autonomy in Eastern Asian Context.” Applied Linguistics, 20(1), 71-94.
毎日新聞(2008). 低迷する英語力 大学がてこ入れ 2月18日付朝刊.
Maslow, A. (1943). A Theory of Human Motivation Psychological Review, 50, 370-396.
望月『語彙指導』大修館
森陽子(2004). 大学生の自己効力感と英語学習方略の関係 日本教育工学会論文誌』，28, 45-48.
Nakanishi. 2007
Nakanishi, et al. 2008
Nakanishi, et al. 2008
岡秀夫・赤池秀代・酒井志延（2004） 「英語授業力」教科マニュアル 大修館書店.
小野博(2005). 基礎英語力低下の状況と改善策（上）中・高・大学生の英語力はなぜ下がったのか 英語教育, 53，66-69.
大崎さつき・箕輪美里(2007). リメディアル教材(English Quest)の活用例と授業外学習の実態 基盤研究(C) 平成18年度科研費研究報告書 オンラインによる英語運用力判定テスト開発研究 研究課題番号17520397，65-74.
尾関修二(2006). 英語教育でのeラーニングの活用と意義, JACET月例会での講演.
Pintrich, P. R., and De Groot, E.V. (1990) “Motivational and Self-Regulated Learning Components of Classroom Academic Performance.” Journal of Educational Psychology, 82. 1, 33-40
斉田智里(2003). 高校入学時の英語能力値の年次推移 STEP BULLETIN，15， 12-22.
Sakai, S.(1990). A Study on The Relationship Between Detailed/Skeletal Instructional Notes and Cognitive Style (Field Dependence/ Independence) of Japanese High School Students Unpublished Master Thesis to Joetsu University of Education.
Sakai, S., Chu, M., Takagi, A., Lee, S., 2008. Teachers’ roles in developing learner autonomy in the East Asian region. The Journal of ASIA TEFL 5 (1), 93-117.
酒井志延(2007). 携帯メールでの単語テストによる学習についての研究 基盤研究(C) 平成18年度科研費研究報告書 オンラインによる英語運用力判定テスト開発研究 研究課題番号17520397, 45-54.
酒井志延・杉森直樹・菊地賢一・小野博・久村研(2007). オンライン･ベースのコンピュータ適応型テストの開発 基盤研究(C) 平成17-18年度科研費研究報告書 オンラインによる英語運用力判定テスト開発研究 研究課題番号17520397, 1-44.
酒井志延・小野博(2005). 英語e-learningの確証実験 日本の大学生の基礎学力構造とリメディアル教育 NIME研究報告 2005-6 ，6, 111-119.
酒井志延・小野博(2007). 英語学習のe-learningと学習者の自律性 基盤研究(B)平成16-18年度 科研費研究報告書 e-learningにおける学力対応型プログラムの開発に関する実証的研究 研究課題番号16300281, 30-39.
Sakui and Gaies (1999) Investigating Japanese learners' beliefs about language learning. System 27 (1999) 473-492
Spratt, M., Humphreys, G., Chan, V., 2002. Autonomy and motivation: which comes first? Language Teaching Research 6 (3), 245-256.
STEP (Society for Testing English Proficiency), 2006. Eigo Gakushu & Eigo Shiyou Joukyo Chousa [Investigating Study Habits and Use of English Outside the Classroom of Japanese Learners], STEP Eigo Joho [STEP Information for English]. 9 (4), 25-29.
STEP(2006).英検合格者の「英語学習･英語使用状況調査」の報告 STEP英語情報，9，4, 25-29.
STEP(2006).英検合格者の「英語学習･英語使用状況調査」の報告 STEP英語情報，9，4, 25-29.
Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors in college students' metacognitive reading strategies. Reading Psychology, 25, 67-81.
鳥飼久美子(2006). 危し！小学校英語 文藝春秋.
Usuki 1995
山田純・松浦伸和・柳瀬陽介(1988). 英語学力差はどこから生じるのか 大修館書店.
吉田文 (2006). eラーニングを規定する学内要因 大学でのe-learningの成功のための学内での取り組みについて NIME 研修講座資料集 独立行政法人 メディア教育開発センター.
ALC, 2000. ALC’s Standard Vocabulary List vol. 1-12. ALC, Tokyo.
Chan, V., 2001. Readiness for learner autonomy: what do our learners tell us? Teaching in Higher Education, 6 (4), 505-519.
Cheng, L., 1998. Impact of a public English examination change on students’ perceptions and attitudes toward their English learning. Studies in Educational Evaluation 24 (3), 279-303.
Cotterall, S., 1999. Key variables in language learning: what do learners believe about them? System 27 (4), 493-513.
Dunlea, J., 2007, August. Investigation Japanese learners’ study habits and use of English outside the Classroom. Paper presented at the 4th Asia TEFL in Fukuoka in Japan.
Ho, J., Crookall, D., 1995. Breaking with Chinese cultural traditions: learner autonomy
in English language teaching. System 23 (2), 235.43.
in English language teaching. System 23 (2), 235.43.
Holden, B., Usuki, M., 1999. Learner autonomy in language learning: a preliminary investigation. Bulletin of Hokuriku University 23, 191-203.
Holec, H. (1981). Autonomy in Foreign Language Learning. Pergamon, Oxford.
Hyland, K., 1994. The learning styles of Japanese students. JALT Journal 16(1), 55-74.
Ishida, M., Midorikawa, H., Hisamura, K., Sakai, S., Sasajima, S., 2004. A study on English proficiency levels for English teachers to be supposed to have. A Report of the Research Commissioned by Ministry of Education, Culture, Sport, and Technology in Japan for the 15th Academic Year of Heisei. Retrieved 30 December, from, http://www.cuc.ac.jp/~shien/terg/ishoku.htm.
Lamb, M., 2004. “It depends on the students themselves”: independent language learning at an Indonesian state school. Language, Culture and Curriculum 17 (3), 229-245.
Little, D., 1991. Learner Autonomy 1: Definitions. Issues and Problems. Authentik, Dublin.
Little, D., 1999. Learner autonomy is more than a Western cultural construct. In: Cotterall, S. & Crabbe, D., (Eds.), Learner Autonomy in Language Learning: Defining the Field and Effecting Change. Peter Lang, Frankfurt am Main, pp.11-18
Littlewood, W., 1999. Defining and developing learner autonomy in East Asian contexts. Applied Linguistics 20 (1), 71-94.
Mizuki, P., 2003. Metacognitive strategies, reflection, and autonomy in the classroom. In: Barfield, A., Nix, M. (Eds.), Learner and Teacher Autonomy in Japan 1: Autonomy You Ask! Tokyo: The Learner Development Special Interest Group of the Japan Association for Language Teaching, Tokyo, pp.143-156.
Morimoto, Y., 2006. “How we get hooked”－what motivated students to commit themselves so fervently into autonomous and collaborative English learning projects? In: Skier, E., Kohyama, M. (Eds.), Learner and Teacher Autonomy in Japan 2: Autonomy You Ask! Tokyo: The Learner Development Special Interest Group of the Japan Association for Language Teaching, Tokyo, pp.113-140.
Ohno, M., Nakamura, A., Sagara, Y., Sakai, S., 2008. A Study on the relationship between learner autonomy and academic grades, The Journal of Chiba University of Commerce 45 (4), 1-23.
Reid, J. M., 1987. The learning styles preferences of learner training: theoretical bases and teaching implications. TESOL Quarterly 27 (4), 679-689.
Sakai, S., Chu, M., Takagi, A., Lee, S., 2008. Teachers’ roles in developing learner autonomy in the East Asian region. The Journal of ASIA TEFL 5 (1), 93-117.
Spratt, M., Humphreys, G., Chan, V., 2002. Autonomy and motivation: which comes first? Language Teaching Research 6 (3), 245-256.
STEP (Society for Testing English Proficiency), 2006. Eigo Gakushu & Eigo Shiyou Joukyo Chousa [Investigating Study Habits and Use of English Outside the Classroom of Japanese Learners], STEP Eigo Joho [STEP Information for English]. 9 (4), 25-29.
Schmitt, N., Schmitt, D., Clapham, C., 2001. Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18, 55-88.
Tohno, Y. eds. 1995. Eigo Goi Shutoku Ron. [The Theory of English Vocabulary Acqusition.] , Tokyo: Kagensha Press.
Tohno, Y. eds. 1995. Eigo Goi Shutoku Ron. [The Theory of English Vocabulary Acqusition.] , Tokyo: Kagensha Press.
Wakui, Y., 2006. Developed autonomy through self- and peer-assessment and reflection: Awareness and success in students’ presentation skills. In: Skier, E., Kohyama, M. (Eds.), Learner and Teacher Autonomy in Japan 2: Autonomy You Ask! Tokyo: The Learner Development Special Interest Group of the Japan Association for Language Teaching, Tokyo, pp.63-72.
Sunday, May 3, 2009
連休3日目
- 問題文をGift format 化、90問作成。
- Moodle for Mobiles を入れた http://www.myam.info/englishlab/ にアップロード
- クイズ作り。
- 不具合調整 ・・・これをエクスポートして、現行のESL Lab にも載せとく。
- http://www.myam.info/englishlab/にユーザ90名を登録・メール連絡
この連休は、UPOの方は待っとくかな。さすがに2つ立て続け、てのはちょっとまずそうだし、なんか調整しないといけないかも、だし。
あとは、自律の方の準備か。
- アンケートの手直し・・・これは、大体作ってあるからいいとして。(...Done at 01:00, May 4)
- 単語テスト・・・数が多いなぁ。(...Done at 05:00, May 4...疲れた！)
TOEIC レギュラー版は整備しておかないといけないし！！！
Thursday, April 9, 2009
ILAC Newsletter April edition
ILAC Newsletter April edition
For Presenters
Dear Presenters
Welcome to the Independent Learning Association Conference 2009 newsletter April edition. (Don't worry, there was no March edition we only publish when there's something important to tell you.)
At the moment we have 110 paper presentations, 9 workshops, and about a dozen posters / e-posters scheduled.
Audience
The number of registrations at the end of the early-bird period was 240. Since we are planning to use 8 rooms with a capacity of either 50 or 120 people, although clearly some topics will attract a larger audience than others, you might expect an average of about 30 people in each session. Our estimate of the very maximum number of conference participants is 320, which would give an average of 40 in your audience. Photos of the rooms are available on the website: click on Venue Photos at the bottom of the Conference Content menu on the left-hand side.
Tidy Up
We will soon start working on the conference booklet which will contain your abstract and your bio-statement. If you would like to tidy these up, perhaps adding capital letters or updating your details, please do so before 13 April.
Presentation Files
For those planning to use programs in their presentations, such as PowerPoint, if you are worried that you might arrive at the conference and find that the beautifully designed PowerPoint presentation that you spent ages creating doesn't work, we encourage you to upload your PowerPoint to our website. We can then test it and get back to you if there are problems. The computers in the conference rooms currently use Windows XP Service Pack 2 and Microsoft Office 2003, set to English language, and IE6, (not Vista).
To upload your files, go to the conference site at http://ilac2009.elc.polyu.edu.hk , log in, click Presenter and then click 'UPLOAD FILES FOR PRESENTATION'. You can upload multiple files. At the bottom of the page click Choose File, select your file, and then press the upload button.
Computer Facilities
Also regarding computer facilities, we will provide free computer facilities in our Self-access Centre (SAC) for participants who want to use their web-based e-mail etc. The SAC is about a 5-minute walk from the conference venue. You can kill two birds with one stone and have a look round the SAC at the same time. Its web page is http://elc.polyu.edu.hk/cill/C_Overview.htm We hope that it wont be necessary for you to bring your laptop, because the conference rooms have computers with a USB cable, and we will give you Internet access in the SAC. However, if you want to play a CD or DVD you will need one, because the conference computers don't have the right drives. The conference building does have Wi-Fi, but you would need to see our technical staff to set up a temporary account on your laptop.
Comment Function
To encourage sharing between presenters and other participants, we have provided a comment function on the website for commenting on abstracts. If you are logged in, and you click on Accepted Abstracts, and then ABSTRACT, there is a comment area at the bottom of the page. Please feel free to use this for supportive messages, congratulations, invitations to your own presentation on a similar topic, and questions about the presentation etc.
Timetabling
Compiling of the conference session timetable is in progress at the moment. If you have any unavoidable limitations, please e-mail us and we will try to schedule you accordingly.
We look forward to seeing you at the conference.
Best wishes
The ILAC 2009 Conference Team
For Presenters
Dear Presenters
Welcome to the Independent Learning Association Conference 2009 newsletter April edition. (Don't worry, there was no March edition we only publish when there's something important to tell you.)
At the moment we have 110 paper presentations, 9 workshops, and about a dozen posters / e-posters scheduled.
Audience
The number of registrations at the end of the early-bird period was 240. Since we are planning to use 8 rooms with a capacity of either 50 or 120 people, although clearly some topics will attract a larger audience than others, you might expect an average of about 30 people in each session. Our estimate of the very maximum number of conference participants is 320, which would give an average of 40 in your audience. Photos of the rooms are available on the website: click on Venue Photos at the bottom of the Conference Content menu on the left-hand side.
Tidy Up
We will soon start working on the conference booklet which will contain your abstract and your bio-statement. If you would like to tidy these up, perhaps adding capital letters or updating your details, please do so before 13 April.
Presentation Files
For those planning to use programs in their presentations, such as PowerPoint, if you are worried that you might arrive at the conference and find that the beautifully designed PowerPoint presentation that you spent ages creating doesn't work, we encourage you to upload your PowerPoint to our website. We can then test it and get back to you if there are problems. The computers in the conference rooms currently use Windows XP Service Pack 2 and Microsoft Office 2003, set to English language, and IE6, (not Vista).
To upload your files, go to the conference site at http://ilac2009.elc.polyu.edu.hk , log in, click Presenter and then click 'UPLOAD FILES FOR PRESENTATION'. You can upload multiple files. At the bottom of the page click Choose File, select your file, and then press the upload button.
Computer Facilities
Also regarding computer facilities, we will provide free computer facilities in our Self-access Centre (SAC) for participants who want to use their web-based e-mail etc. The SAC is about a 5-minute walk from the conference venue. You can kill two birds with one stone and have a look round the SAC at the same time. Its web page is http://elc.polyu.edu.hk/cill/C_Overview.htm We hope that it wont be necessary for you to bring your laptop, because the conference rooms have computers with a USB cable, and we will give you Internet access in the SAC. However, if you want to play a CD or DVD you will need one, because the conference computers don't have the right drives. The conference building does have Wi-Fi, but you would need to see our technical staff to set up a temporary account on your laptop.
Comment Function
To encourage sharing between presenters and other participants, we have provided a comment function on the website for commenting on abstracts. If you are logged in, and you click on Accepted Abstracts, and then ABSTRACT, there is a comment area at the bottom of the page. Please feel free to use this for supportive messages, congratulations, invitations to your own presentation on a similar topic, and questions about the presentation etc.
Timetabling
Compiling of the conference session timetable is in progress at the moment. If you have any unavoidable limitations, please e-mail us and we will try to schedule you accordingly.
We look forward to seeing you at the conference.
Best wishes
The ILAC 2009 Conference Team
Wednesday, March 18, 2009
Overview of Self-Determination Theory
Overview of Self-Determination Theory
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Tuesday, March 10, 2009
Monday, March 2, 2009
ICT活用と授業のデザイン
080118miki ICT活用と授業のデザイン (PDF)
■ICTの役割 (1) 指示の明確化■ICTの役割 (2) 動機付け
- 視線を集める
- 指示を視覚化する
- 課題を明確に伝える
■ICTの役割 (3) 指導の効率化
- 前提知識の想起・補強
- 新しい事実の提供
- 指導事項と生活の関連づけ
- 疑問の喚起
■ICTの役割 (4) 学びの支援
- 知識の効率的な提供
- わかりやすい情報提示: デフォルメ, モデル化, シミュレーション, イメージ化
■ICTの役割 (5) コミュニケーションの支援
- データ収集の効率化
- 調査対象の拡張
- 比較対照（クロスチェック）の促進
- 協同的学びの促進
- 活動の促進・拡張
■ICTの役割 (6) 思考の支援
- 出会いのきっかけを提供
- 相手意識の創造・維持
- 情報伝達の効率化
- メッセージの訴求力を向上
■ICTの役割 (7) ふりかえりの促進
- 分類・比較・整理の効率化
- 関連づけ
- 表現の効率化
- 試行錯誤の保証
■ICTの役割 (8) デジタル社会のリテラシー形成
- 活動の記録と再生
- 学習履歴の記録
- 成果に対する評価の保証
- センスの育成
- スキル育成
Thursday, February 26, 2009
THE CHALLENGE OF INFORMED USE OF LEARNING TECHNOLOGIES
Vallance.pdf (application/pdf Object)
THE CHALLENGE OF INFORMED USE OF LEARNING TECHNOLOGIES
Vallance, M. 2007 @Wireless Ready 2007
Abstract
THE CHALLENGE OF INFORMED USE OF LEARNING TECHNOLOGIES
Vallance, M. 2007 @Wireless Ready 2007
Abstract
The paper proposes that the grand narrative of educational policy statements lack clear guidelines on the desired Information and Communications Technology (ICT) integration. Also, a review of the academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This paper therefore develops and applies the notion of informed use of ICT to support a student-centred pedagogy and associated tasks. The context for the paper is the ‘iPod therefore iWrite’ longitudinal research project where multiple media content is developed for the portable iPod.
Sunday, February 15, 2009
ScienceDirect - System : Autonomy and language learning in a simulated environment
ScienceDirect - System : Autonomy and language learning in a simulated environment
1999 Elsevier Science Ltd
Autonomy and language learning in a simulated environment
Garold L. Murray
1999 Elsevier Science Ltd
Autonomy and language learning in a simulated environment
Garold L. Murray
Wiley InterScience :: JOURNALS :: Language Learning
Wiley InterScience :: JOURNALS :: Language Learning
Writing
2003
First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge
Rob Schoonen, Amos van Gelderen, Kees de Glopper, Jan Hulstijn, Annegien Simis, Patrick Snellings & Marie Stevenson
Writing
2003
First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge
Rob Schoonen, Amos van Gelderen, Kees de Glopper, Jan Hulstijn, Annegien Simis, Patrick Snellings & Marie Stevenson
Learning Styles & Strategies
read2.pdf (application/pdf Object)
2003
LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW
Rebecca L. Oxford, Ph.D.
2003
LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW
Rebecca L. Oxford, Ph.D.
lengua_ext_anto.pdf (application/pdf Object)
lengua_ext_anto.pdf (application/pdf Object)
Experiential language learning: second language learning as cooperative learner education
Viljo Kohomen (pp.45-64)
First Training Workshop on the 2006 Programmes of Study
Primera edición, 2006
Secretaría de Educación Pública, 2006
Argentina 28
Centro, C. P. 06020
México, D. F.
Experiential language learning: second language learning as cooperative learner education
Viljo Kohomen (pp.45-64)
First Training Workshop on the 2006 Programmes of Study
Primera edición, 2006
Secretaría de Educación Pública, 2006
Argentina 28
Centro, C. P. 06020
México, D. F.
0110_Anderson.pdf (application/pdf Object)
0110_Anderson.pdf (application/pdf Object)
The Role of Metacognition in Second Language Teaching and Learning
APRIL 2002
NEIL J. ANDERSON, BRIGHAM YOUNG UNIVERSITY
pdf available
The Role of Metacognition in Second Language Teaching and Learning
APRIL 2002
NEIL J. ANDERSON, BRIGHAM YOUNG UNIVERSITY
pdf available
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Thursday, February 5, 2009
e-poster かな
ILAC 2009 (Hong Kong)
*Proposal accepted
Presenters of posters will need to submit an abstract indicating the topic area, the likely structure of the poster and type (i.e. poster or e-poster, including format). Electronic versions of accepted posters may be posted on the ILA website for 12 months following the conference.
*Proposal accepted
Posters and e-posters
Posters and e-posters are invited in any of the areas listed above. Posters may be any size up to a maximum of A1 (594mm x 840mm) or equivalent made up of separate sheets. E-posters can be in the following formats, up to a maximum size of 10MB:
| 1. | Windows OS
|
| 2. | Web-based using sites such as http://www.flickr.com/, http://www.vcasmo.com/ or http://docs.google.com/. |
Independent Learning Association Conference Hong Kong 2009
Independent Learning: Building on experience, seeking new perspectives
The Hong Kong Polytechnic University, Hong Kong
3 June, 2009 – 5 June, 2009
The Hong Kong Polytechnic UniversityConference Schedule
Conference
| Pre-conference events | 2 June, 2009 |
| First day of conference | 3 June, 2009 |
| Last day of conference | 5 June, 2009 |
Registration
| On-line registration opens | 1 December, 2008 |
| Presenter registration closes | 1 March, 2009 |
| Early-bird registration closes | 31 March, 2009 |
| On-line registration closes | 22 May, 2009 |
Tuesday, December 16, 2008
Sunday, December 14, 2008
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