Affiliation:
1. Waikato Institute of Technology, New Zealand and Shandong University of Technology, China
2. Waikato Institute of Technology, New Zealand
Abstract
The promotion of language learner autonomy has been recognized as being beneficial in various domains, from linguistic achievement to personal growth. Key to the development of learner autonomy is shifting control from the teacher to the learner. While much has been written about the construct of learner control, there has been little close examination of the practices with which language teachers release their command. This article reports on a study conducted in a Chinese private school intent on promoting learner autonomy, and explores ways in which teachers’ practices facilitated or hindered control shift and their perceptions of these actions. From a study of nine teachers within one English department, two case studies are explored in depth through analysis of classroom practices, interviews and post-lesson discussions. While the feasibility of promoting learner autonomy in non-Western contexts has previously been questioned, the present findings highlight the opportunities available within routine tasks, while stressing the delicacy of these opportunities.
Subject
Linguistics and Language,Education,Language and Linguistics
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献