Synopsis
This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.
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About the Author
The Editors: Sara Cotterall and David Crabbe are Senior Lecturers in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. They convened a symposium on learner autonomy at the Eleventh World Congress of Applied Linguistics in Finland, from which these papers are drawn.
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