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ERIC Number: ED535914
Record Type: Non-Journal
Publication Date: 2012
Pages: 409
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-3-6316-2412-8
ISSN: N/A
Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers
Lennon, Paul, Ed.
Peter Lang Frankfurt
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).
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
Publication Type: Books; Collected Works - General
Education Level: Elementary Education; Elementary Secondary Education; Grade 10; Grade 9; Higher Education; Postsecondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A