教育心理学 Chapter 9.ppt

* * * Chapter 9 Affect and the role of teachers in the development of learner autonomy Interpretation of learner autonomy How learner autonomy might develop Being affective can be political ☆ ☆ ☆ The gist of learner autonomy is that a learner develops “the ability to take charge of his or her own learning”. Henri Holec introduced the term to the field of second language pedagogy in the 1970s. The concept of autonomy has traditionally been associated with individualism, it should not necessarily imply total independence. ☆ ☆ ☆ Second language learner autonomy presupposes interdependence because language development requires interaction. Emphasizes the importance of collective effort in the exercise of autonomy. autonomy ≠ complete independence Little Nedelsky Benson The inherent tensions in “the idea of autonomy as both originating in oneself and being conditioned and shaped by one’s social context”. Focusing on the feelings of autonomy gives authority to the voices of those whose autonomy is at issue. Autonomy refers to a capacity that exists only in conjunction with the internal sense of being autonomous. Learner autonomy is a capacity to take control of one’s own learning in the service of one’s perceived needs and aspirations. The domain-specific knowledge and skills necessary To make choices concerning what, why and how to learn To implement the plan To evaluate the outcome of learning In the case of second language learning, developing the capacity for autonomy entails many areas. (P144 - 145) Learner autonomy as a capacity ☆ ☆ ☆ learner autonomy develops through participation in practice Learners are recognized as legitimate members of a decision-making body of an educational program. Work with teachers with an expectation of everyone involved that learners will sooner or later take over all decision-making responsibilities. Learners do not have to make major decisions from the start, and a range of support is provided to enable them to make any decisio