대학 영어학습자의 자기주도적 교실학습 연구
A study on the self-directed classroom learning in the university setting.
1
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
As learner autonomy has become a key feature in the field of language learning, a variety of learner practices have been introduced. In the case of Korea, interest in learner autonomy increased with growing focus on learner-centered approach. However, how to realize learner autonomy in the classroom setting is still controversial. The purpose of this study is to suggest self-directed classroom learning as a way for fostering learner autonomy. The three stages of self-directed classroom learning were designed as well as a log book and implemented in the spring semester of 2012. A total number of 13 university students were engaged in this program. Three different sources were used and analyzed to investigate the effectiveness of the program: surveys,documents in the portfolios and the students’ log books and the participation level. The results showed some positive signs of the students’ increased learner autonomy: they set their learning plans and completed learning actions responsibly. Several implications to the field of Korean English education were discussed.
Abstract
As learner autonomy has become a key feature in the field of language learning, a variety of learner practices have been introduced. In the case of Korea, interest in learner autonomy increased with growing focus on learner-centered approach. However, how to realize learner autonomy in the classroom setting is still controversial. The purpose of this study is to suggest self-directed classroom learning as a way for fostering learner autonomy. The three stages of self-directed classroom learning were designed as well as a log book and implemented in the spring semester of 2012. A total number of 13 university students were engaged in this program. Three different sources were used and analyzed to investigate the effectiveness of the program: surveys,documents in the portfolios and the students’ log books and the participation level. The results showed some positive signs of the students’ increased learner autonomy: they set their learning plans and completed learning actions responsibly. Several implications to the field of Korean English education were discussed.
참고문헌 (25)
- Benson, P., "Teaching and researching autonomy in language learning" (2001), Longman
- Breen, M. P., "Shooting arrows at the sun: Perspectives on a pedagogy for autonomy, In Autonomy and independence in language learning", pp.132~149 (1997), Longman
- Candy, P. C., "Self-direction for lifelong learning" (1991), Jossey-Bass
- Cotteral, S., "Readiness for autonomy : Investigating learner beliefs", System, 23(2), pp.195~205 (1995)
- Crabbe, D., "Fostering autonomy from within the classroom : The teacher's responsibility", System, 27(4), pp.443~452 (1993)
- Cram, B., "Self-assessment: From theory to practice - Developing a workshop guide for teachers, In Language assessment in action", pp.271~236 (1995), Macquiarie University
- Dam, L., "Learner autonomy implemented: Where and how to get started", Paper presented at the 10th World Congress of AILA in the special symposium on autonomy in language learning (1993)
- Dam, L., "The use of logbooks - A tool for developing learner autonomy, In Maintaining control: Autonomy and language learning", pp.125~144 (2009), Hong Kong University Press
- Ellis, G., "Learning to learn English: A course in learner training" (1989), Cambridge University Press
- Ely, M., "Doing qualitative research: Circles within circles" (1991), The Falmer Press
- Gardner, D., "Tasks for independent language learning" (1996), Teachers of English to speakers of other languages Inc
- Ho, J., "Breaking with Chinese cultural traditions : Learner autonomy in English language teaching", System, 23(2), pp.235~243 (1995)
- Lamb, T., "Self-management in the secondary school language classroom", Paper presented at the meeting of the Development of Learning Independence in Language Learning (1997)
- Littlejohn, A., "procedural guide for teacherless language learning groups", 석사, pp.1982
- Littlejohn, A., "Increasing learner involvement in course management", TESOL Quarterly, 17(4), pp.595~608 (1983)
- Martyn, E., "Self-access logs: promoting self-directed learning, In Directions in self-access language learning", pp.65~78 (1994), Hong Kong University Press
- Miles, M. E., "Qualitative data analysis" (1994), Sage Publications
- Oscarson, M., "Self-assessment of language proficiency : Rationale and applications", Language Testing, 6(1), pp.1~13 (1989)
- Sanprasert, N., "The application of a course management system to enhance autonomy in learning English as a foreign language", System, 38, pp.109~123 (2010)
- Scharle, A., "Learner autonomy : A guide to developing learner responsibility" (2000), Cambridge University Press
- Simons, H., "Case study research in practice" (2008), Sage publications
- Smith, R. C., "Pedagogy for autonomy as (becoming) appropriate methodology, In Learner autonomy across cultures: Language education perspectives", pp.129~146 (2003), Palgrave Macmillan
- Smolen, L., "Developing student selfassessment strategies", TESOL Journal, 5(3), pp.22~27 (1995)
- Trebbi, T., "Freedom – A prerequisite for learner autonomy?: Classroom innovation and language teacher education, In Learner and teacher autonomy: Concepts, realities and responses", pp.33~46 (2008), Benjamins Publishing Company
- Victori, M., "The development of learners’ support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program", System, 35(1), pp.10~31 (2007)