Autonomy in Language Learning: Getting Learners Actively Involved
The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning. The volume explores concepts such as ‘motivation’, ‘self-efficacy’, ‘learner strategies’, ‘self-reflection’, as well as the use of specific autonomous tools and tasks that may be included in the curriculum, yet help students make the most of out-of-class language learning opportunities. The volume features contributions by Anna Uhl Chamot, Leni Dam, Lienhard Legenhausen, David Little and Marcella Menegale with a foreword by Carmel Mary Coonan. It contains selected papers from the International Conference on Language Learner Autonomy held at Ca’ Foscari University, Venice in September 2011 supported by the IATEFL Learner Autonomy Special Interest Group.
In the vault of the National Westminster Bank in Marylebone High Street, London, an iron deed box lay undisturbed for eighty years. When, under the terms of its deposit, the box was opened in the spring of 2010 it was found to contain the manuscript records of fifty-six previously unknown cases of Sherlock Holmes, written by Dr John H. Watson…
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