This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question “how to teach” (Brown 1994: 51) in a classroom has to be considered.
First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term ‘learner autonomy’ will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above.
After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher’s role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called “Great Books to Read”, methods and strategies as well ...
Table of Contents
1. Introduction
2. Theoretical Context
2.1 A Definition of Learner Autonomy
2.2 How to Promote Learner Autonomy
3. Learner Autonomy: Creating a Positive Learning Atmosphere in Classroom
3.1 Learner Autonomy in Language Learning
3.2 The Teacher’s Role in the Classroom
4. Practical Application: “Great Books to Read” as a Project at the University
4.1 Strategies
4.2 Cooperative Learning in a Group
5. Conclusion
6. References
Objectives and Topics
This paper examines how learner autonomy can be fostered in the classroom to establish a positive learning atmosphere. By analyzing the theoretical foundations of Task-Based Learning (TBL) and Project-Based Learning (PBL), the study investigates how teachers can facilitate student independence and collaborative engagement in language acquisition.
- Theoretical definitions of learner autonomy and independence.
- Application of Task-Based Learning (TBL) and Project-Based Learning (PBL) in language classrooms.
- The role of the teacher as a facilitator in promoting autonomous learning.
- Practical implementation of learner-centered projects at the university level.
- Strategies for fostering cooperative learning and meaningful communication.
Excerpt from the Book
3.1 Learner Autonomy in Language Learning
First of all, teachers are expected to possess many competences in order to achieve learner autonomy in language learning and in the classroom. Camilleri (1999: 9) lists the required competences as follows:
knowledge of subject matter
flexibility in thinking
positive attitude to self-directed and continuous learning
creativity
good communication skills
ability to work in a team
risk-management and
ability to take initiatives among others
In order to plan tasks, carrying them out and evaluate them, an “essential shift from the view of teaching as transmission of knowledge, to transactional teaching whereby learners are facilitated to autonomous, active thinking, and learning, for and by themselves” (Camilleri 1999: 9) is very important and useful. Moreover, the teacher has to think about certain factors such as time, place and resources: will the students have time they need to learn? Is the classroom organized to suit the learning activities that are to take place? Will the resources that are needed be available? (cf. Gordon 1992: 8). Taking language learning into account, Wenden claims that metacognitive knowledge is “the nature of learner beliefs about language learning” (qtd. in Usuki 2007: 43). While metacognitive competences are essential for the development of a learner’s potential for autonomy, it is not only the learning strategy or method which leads to the learner’s development.
Summary of Chapters
1. Introduction: This chapter outlines the paper's focus on analyzing learner autonomy and the importance of creating a positive atmosphere in language classrooms through specific pedagogical theories.
2. Theoretical Context: This section defines learner autonomy and examines how it can be promoted through the frameworks of Task-Based Learning and Project-Based Learning.
3. Learner Autonomy: Creating a Positive Learning Atmosphere in Classroom: This chapter explores the necessary competences for learners and shifts the focus toward the teacher's role in facilitating an environment conducive to autonomous learning.
4. Practical Application: “Great Books to Read” as a Project at the University: This section presents a case study implementing TBL and PBL to demonstrate how specific strategies and cooperative learning foster student autonomy in a real-world project.
5. Conclusion: This chapter synthesizes the theoretical and practical findings, confirming that adopting specific teaching strategies and facilitating group cooperation are essential for promoting learner autonomy.
6. References: This section lists the academic literature and sources used to support the theoretical and practical claims made throughout the paper.
Keywords
Learner Autonomy, Task-Based Learning (TBL), Project-Based Learning (PBL), Language Classroom, Student Independence, Teacher’s Role, Positive Learning Atmosphere, Metacognitive Knowledge, Cooperative Learning, Language Acquisition, Learner-Centered Education, Pedagogical Strategies.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the concept of learner autonomy and how teachers can foster a positive learning atmosphere in language classrooms.
What are the primary theoretical frameworks discussed?
The paper centers on Task-Based Learning (TBL) and Project-Based Learning (PBL) as the two primary methods to enhance student autonomy.
What is the ultimate goal of the study?
The goal is to analyze how pedagogical strategies and task design can move students from passive recipients of information to active, autonomous learners.
Which scientific approach does the author use?
The author uses a literature-based theoretical review combined with an analysis of a practical university project to illustrate the application of these theories.
What content is covered in the main body of the text?
The main body covers definitions of autonomy, the teacher’s facilitative role, characteristics of TBL and PBL, and a concrete case study involving a university-level literature project.
Which keywords best describe the work?
Key terms include Learner Autonomy, Task-Based Learning, Project-Based Learning, Teacher's Role, and Cooperative Learning.
How does the "Great Books to Read" project contribute to the paper's findings?
The project provides a practical illustration of how TBL and PBL can be applied to real-world tasks, helping students work collaboratively and take responsibility for their own learning progress.
What specific role should a teacher adopt according to the study?
The study argues that the teacher should act as a facilitator and assistant rather than a dominant authority figure, providing resources and guidance to encourage student-led exploration.
- Quote paper
- Hülya Atasoyi (Author), 2014, Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere, Munich, GRIN Verlag, https://www.grin.com/document/313282
