Download e-book for iPad: Autonomy in Second Language Learning: Managing the Resources by Miroslaw Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak

By Miroslaw Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak

ISBN-10: 3319077635

ISBN-13: 9783319077635

ISBN-10: 3319077643

ISBN-13: 9783319077642

The current quantity brings jointly papers dedicated to the function of learner and instructor autonomy within the strategy of moment and international language studying, which were contributed via students from Poland and in another country. The publication has been divided into 3 elements in keeping with the subjects that the person contributions comment on. the 1st half contains papers facing other ways within which learner autonomy will be fostered and evaluated. The papers contained partially are attached with the function of language studying suggestions within the improvement of learner independence. eventually, bankruptcy 3 specializes in constructing instructor autonomy, which, within the opinion of many experts, is necessary if learner autonomy is to be promoted. due to its wide-ranging concentration, this edited assortment might be of curiosity not just to moment language studying experts attracted to the position of learner autonomy, but additionally to undergraduate, graduate and postgraduate scholars engaged on their BA, MA and PhD theses, in addition to practitioners wishing to advertise learner independence of their classrooms.

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Extra info for Autonomy in Second Language Learning: Managing the Resources

Example text

2. 3. II. The time for implementing the goals has passed and it is necessary to evaluate this process. Indicate in the table the appropriate column: 100 %—the goal has been achieved in its entirety; 75 %—the goal has almost been achieved in its entirety but I am not fully satisfied; 50 %—the goal has been achieved only in part; 25 %—the goal has been achieved only marginally; 0 %—the goal has not been achieved or I have not tried to achieve it. In the column labeled Comments write down who or what was helpful in the achievement of the goal or what prevented you from achieving it.

Wang, M. , & Peverly, S. T. (1986). The self-instructive process in classroom learning contexts. Contemporary Educational Psychology, 11, 370–404. Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76–97. 76. Simulation as a Strategy for Enhancing Learner Autonomy in Developing Communicative Competence in ESP Zdeňka Schormová Abstract This paper looks at learning by performing practical tasks, which positively affects learners’ cognitive skills and gives them hands-on experience in the development of both communicative and social skills.

2014). The role of feedback. In S. M. Gass & A. ), The Routledge handbook of second language acquisition (pp. 24–40). London and New York. Routledge. Loewen, S. (2015). Introduction to instructed second language acquisition. London and New York: Routledge. , & Chen, X. (2009). L2 learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93, 91–104. , & Pawlak, M. (2012). Production-oriented and comprehension-based grammar teaching in the foreign language classroom.

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Autonomy in Second Language Learning: Managing the Resources by Miroslaw Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak

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