Towards Instructional Success Towards Instructional Success by Fostering Learner by Fostering Learner

AutonomyAutonomy

Tadeja HafnerSchool of Foreign Languages

Slovenian Armed Forces

What is instructional success?

- Achievement of course goals? - Success in tests? - Good end-of-course critiques? - The teacher’s “good feeling”?

Instructional success

We have been successful as teachers if

we have given our learners means and

strategies to sustain and further develop

their knowledge.

Instructional success

Successful language learners:

- plan their learning,

- actively seek learning opportunities,

- evaluate their learning,

- adjust their learning according to evaluation.

Planning, seeking oportunities, evaluating, adjusting or regulating

Learner autonomy

Autonomy and Motivation

• According to social psychologists Deci and Ryan autonomy is a basic human need.

• It is nourished by and in turn nourishes our intrinsic motivation.

Learner Autonomy

Holec (1981):

• Autonomy in learning is the ability to take charge of one’s own learning.

• Not an inborn ability.

Learner Autonomy

• Holec (1981):

Two conditions:

- An individiual has to know how to make decisions.

- There has to be a structure within which an individual can monitor his learning and make neccessary changes.

Learner Autonomy

Nunan (1997):

• Autonomy is a process, continuum.

• It is best supported in the classroom.

Learner Autonomy

• A can of worms

Incorporating autonomous learning into a regular teaching programme

- Raising awareness

- Giving students control

- Giving opportunities to share

Raising awareness

• Learning style or preferred learning practice

• Opportunities for learning

• Means to self-regulate emotions

Giving students control

• Helping them articulate own goals (reading & listening),

• choosing own texts to listen/to read

(in their own time and in class),

• choosing follow-up activities.

Giving oportunities to share

• Regular, short “support group” sessions

(what I have read/listened to, how did I feel about it);

• Sharing interesting sources;

• Information gap activities.

Practical experience

• A 10-week course

• Listening & reading module

• Approximately half way through the course

MY LEARNING CONTRACTMY LEARNING CONTRACT

READING/LISTENING SKILLS

What is my goal?

How am I going to work towards

it?

By when do I want to have my

work done?

How am I going to prove that I

have done the work to achieve my

goal?

Signed:

Printed name:

AUTONOMOUS LEARNING LOGAUTONOMOUS LEARNING LOG

Date and time:

Place:

Activity/materials:

How well did I do?

Reasons for my evaluation:

My extra work (a written summary, a letter,

oral follow-up, new vocabulary with

examples, etc.):

Problems

• Few listening/reading logs

• Oh, just give us homework.

Sources:

• Deci, E., Ryan, E. (1987). The Support of Autonomy and the Control of Behaviour. Journal of Personality and Social Psychology, 53(6), 1024-1037.

• Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford, UK: Pergamon

• IATAFL Learner Autonomy Special Interest Group, University of Kent, UK.

(http: learnerautonomy.org/wormsarticle.html)

• Nunan, D. (1997). Designing and adapting materials to encourage learner Autonomy. In P. Benson and P. Voller (eds.) Autonomy and Independence in Language Learning (pp. 192-203). Harlow, UK: Addison Wesley Longman Ltd.