Autonomy Support Beyond the Language Learning Classroom

Scott J. Shelton-Strong

ISBN 10: 1788929039 / ISBN 13: 9781788929035

Published by Multilingual Matters, GB, 2022

About this Item

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Seller Inventory # LU-9781788929035

Bibliographic Details

• Title: Autonomy Support Beyond the Language Learning Classroom
• Publisher: Multilingual Matters, GB
• Publication Date: 2022
• Language: English
• ISBN 10: 1788929039
• ISBN 13: 9781788929035
• Binding: Paperback
• Condition: New
• Weight: 390 grams

About this title

Synopsis

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

About the Authors

Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies, Japan.

Scott Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, Japan. His research focuses on advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and the connections which interlink these to learner well-being and engagement.