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 Key Themes
This paper analyzes learner autonomy in the classroom, focusing on how to create a positive learning environment for language acquisition. It examines theoretical frameworks, specifically task-based learning (TBL) and project-based learning (PBL), to illustrate how learner autonomy can be promoted. The paper then connects theory to practice through a case study of a university project.
- Defining Learner Autonomy
- Promoting Learner Autonomy through TBL and PBL
- Creating a Positive Learning Atmosphere
- The Teacher's Role in Fostering Autonomy
- Practical Application of Theoretical Concepts
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the paper by outlining its primary aim: to analyze learner autonomy within the classroom setting and explore strategies for cultivating a positive learning environment conducive to language acquisition. It introduces the central question of "how to teach" effectively, framing the subsequent discussion within the broader context of learner autonomy. The chapter briefly previews the structure of the paper, highlighting the progression from theoretical foundations to practical application, culminating in a case study based on the "Great Books to Read" project at the University of Essen.
2. Theoretical Context: This chapter establishes the theoretical groundwork for understanding learner autonomy. It begins by defining learner autonomy, drawing upon various scholarly perspectives, including the importance of learners taking charge of their own learning process and selecting their own goals, methods, and resources. It emphasizes the significance of learners' independence, not only within academic settings but also in their broader lives, highlighting the role of lifelong learning. The chapter then explores how learner autonomy can be promoted in a classroom setting, focusing on the methodologies of task-based learning (TBL) and project-based learning (PBL). These theoretical underpinnings pave the way for the practical application discussed in later chapters.
2.1 A Definition of Learner Autonomy: This section delves into the core concept of learner autonomy, offering multiple definitions to build a comprehensive understanding. It highlights the key components of autonomy including the learner's willingness and capability to manage their learning, coupled with the capacity for independent choice regarding goals, materials, methods and tasks. The significance of learners taking responsibility for their own progress and the cooperative aspects are highlighted. The section emphasizes the long-term implications of developing learner autonomy, both academically and personally. It sets the stage for the discussion on how to promote autonomy effectively.
2.2 How to Promote Learner Autonomy: This section focuses on practical strategies for fostering learner autonomy. Recognizing the challenges inherent in promoting autonomy, it introduces task-based learning (TBL) and project-based learning (PBL) as key pedagogical approaches. It examines the nature of tasks, providing multiple definitions and emphasizing communication-oriented learning that fosters independence and creativity. It presents a detailed discussion of Brown's five characteristics of a task-based approach, offering valuable insights into the implementation of TBL in the classroom. This section lays the foundation for understanding how these methods contribute to creating a positive and autonomous learning environment.
3. Learner Autonomy: Creating a Positive Learning Atmosphere in Classroom: This chapter focuses on the practical application of learner autonomy in language learning. It delves into specific strategies for fostering autonomous learning and creating a positive learning environment that supports learner agency. The chapter emphasizes the interactive nature of this approach and the collaborative efforts required from both the learners and teachers. The role of the teacher is examined in detail, which underscores their responsibility for the development of their students' learning autonomy.
4. Practical Application: “Great Books to Read\" as a Project at the University: This chapter presents a detailed case study of the "Great Books to Read" project, a practical application of the theories and principles discussed in the preceding chapters. It explains how this project, potentially grounded in TBL and/or PBL, demonstrates the promotion of learner autonomy and the creation of a positive learning environment. The chapter explores the specific strategies and methods employed, and analyzes the effectiveness of cooperative learning within the group dynamic. This section highlights the practical implementation of the theoretical frameworks detailed previously.
Frequently Asked Questions: Learner Autonomy in the Classroom
What is the main topic of this paper?
This paper analyzes learner autonomy in the classroom, focusing on how to create a positive learning environment for language acquisition. It examines theoretical frameworks, such as task-based learning (TBL) and project-based learning (PBL), and connects theory to practice through a case study.
What are the key themes explored in the paper?
Key themes include defining learner autonomy, promoting learner autonomy through TBL and PBL, creating a positive learning atmosphere, the teacher's role in fostering autonomy, and the practical application of theoretical concepts. The paper also highlights the importance of learners taking charge of their own learning process and selecting their own goals, methods, and resources.
What theoretical frameworks are discussed?
The paper primarily discusses task-based learning (TBL) and project-based learning (PBL) as key pedagogical approaches to promote learner autonomy. It delves into the characteristics of these approaches and how they contribute to creating a positive and autonomous learning environment. Brown's five characteristics of a task-based approach are also examined.
What is the role of the teacher in fostering learner autonomy?
The paper emphasizes the teacher's crucial role in fostering learner autonomy. Teachers are responsible for creating a supportive and encouraging classroom environment that empowers students to take ownership of their learning. This includes providing guidance and support while allowing students the freedom to explore their learning in independent and collaborative ways.
What is the practical application discussed in the paper?
The paper includes a detailed case study of a university project called "Great Books to Read." This project serves as a practical example of how learner autonomy can be promoted and a positive learning environment created using principles of TBL and/or PBL. The case study analyzes the strategies and methods employed, including cooperative learning within group dynamics.
How is learner autonomy defined in the paper?
Learner autonomy is defined as the learner's willingness and capability to manage their learning, coupled with the capacity for independent choice regarding goals, materials, methods, and tasks. It emphasizes the learner's responsibility for their own progress and the cooperative aspects of learning, highlighting the long-term implications for academic and personal development.
What are the chapter summaries?
The paper includes detailed summaries for each chapter, outlining the content and purpose of each section. These summaries provide a comprehensive overview of the paper's progression from theoretical foundations to practical application.
What are the overall objectives of the paper?
The main objective is to analyze learner autonomy in the classroom and explore strategies for cultivating a positive learning environment conducive to language acquisition. It aims to bridge the gap between theory and practice by illustrating how theoretical frameworks can be effectively implemented in real-world classroom settings.
- 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
