Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers

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Sonst. Personen	Lennon, Paul (Hrsg.)
Titel	Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers
Quelle	(2012), (409 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
ISBN	978-3-6316-2412-8
Schlagwörter	Personal Autonomy; Age Differences; Learning Strategies; English (Second Language); Socialization; Reading Comprehension; Communication Strategies; Classroom Research; Second Language Instruction; Elementary Secondary Education; Higher Education; Multimedia Materials; Dictionaries; Grade 9; Peer Teaching; Vocabulary Development; Writing Instruction; Reading Instruction; Grade 10; Student Surveys; Language Proficiency; Reading Materials; Seminars; College Instruction; Physical Education; Interdisciplinary Approach; Scaffolding (Teaching Technique); History Instruction; Bilingual Education; Learner Controlled Instruction + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Age; Difference; Age difference; Altersunterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Socialisation; Sozialisation; Leseverstehen; Kommunikationsstrategie; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dictionary; Wörterbuch; School year 09; 9. Schuljahr; Schuljahr 09; Peer group teaching; Peer Group Teaching; Wortschatzarbeit; Schreibunterricht; Leseunterricht; Schülerbefragung; Language skill; Language skills; Sprachkompetenz; Seminar; Hochschullehre; Körpererziehung; Sportunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History lessons; Geschichtsunterricht; Bilingual teaching; Bilingualer Unterricht
Abstract	The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral proficiency, as well as work with literary texts and authentic news texts. Two studies focus specifically on the teaching of other subjects in English (Content and Language Integrated Learning). The authors describe their own empirical studies, record their classroom observations and make practical suggestions for teachers to take up in their own classrooms. All the studies are firmly grounded in second language acquisition theory and established didactic principles. They are prefaced by an introduction and a background chapter on the theory and practice of learner autonomy in language teaching. Contents of this book include: (1) The story of learner autonomy: from self-access to social learning (Paul Lennon); (2) Some possibilities for implementing and increasing learner autonomy in the English lesson (Piri Leeck); (3) Multimedia dictionaries in the primary school (Tanja Freudenau); (4) Suggestions for the effective use of reading logs in the ninth grade (Kathrin Kaupmann); (5) Peer correction in the English Language writing classroom: an empirical study in the ninth grade of a "Realschule" (Matthias Barenfanger); (6) Lexical compensatory strategies among learners of different age levels: implications for teachers (Kathrin Kaupmann); (7) Which vocabulary learning strategies do students actually use? A survey in the tenth grade of a "Gymnasium" (Anna Niehaus); (8) "Raise your voice!" An autonomous learning concept to improve oral proficiency in the EFL classroom (Diana Schmitt-Egner); (9) Authentic texts as a basis for autonomous learning (Till Meister); (10) Promoting learner autonomy by training students to generate their own reading comprehension questions (Joanna Kucza); (11) A different point of you: a corpus-based study of peer editing in a university-level EFL writing seminar (Patricia Nell Skorge); (12) Content and Language Integrated Learning in physical education: evidence for language and content scaffolding during peer interaction (Nathan Devos); and (13) Strategic support in bilingual history classes at different age and proficiency levels (Marcel Suchier). (ERIC).
Anmerkungen	Peter Lang GmbH, Internationaler Verlag der Wissenschaften. Eschborner Landstrasse 42-50, D-60489 Frankurt am Main, Germany. Tel: +49-78-07-05-0; Fax: +49-78-07-05-50; e-mail: zentrale.frankfurt@peterlang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10