Heping Xu Asian School 1 Defense Language Institute Empower Students through Fostering Learner Autonomy.

Heping Xu

Asian School 1

Defense Language Institute

Empower Students through Fostering Learner Autonomy

I. Autonomous Learning

1.1. Backgrounds of AL

Council of Europe’s Modern Language Project, 1971, Self-Access Language Learning Center

Henri Holec, 1981, Learner Autonomy in Modern Languages

Post Method Era

1.2. AL vs. Student Centered

• Autonomy is the capacity to take control over one’s own learning.

• Autonomy refers to the learner’s broad approach to the learning process, rather than to a particular mode of teaching or learning (Phil Benson, 2001, page2)

• Student-centred learning, that is, putting students first, is in stark contrast to existing establishment/teacher-centred lecturing and careerism. Student-centred learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning (Wikipedia)

1.3.AL and Teachers’ Role

• 培植自主环境：情感因素，距离意识• The optimal relationship in teaching is therefore one in which the

teacher adopts a non-judgmental, facilitating role in helping the learner achieve self-actualization and intervenes as little as possible in the natural development of the person (Rogers 1982:135)

• 柔性的指导：点燃火炬，穿针引线• Traditional teaching, no matter how disguised, is based essentially

on the mug-and-jug theory. The teacher asks himself, “how can I make the mug holds still while I fill in from the jug with these facts which the curriculum planners and I regard as valuable? The attitude of the facilitator has almost entirely to do with climate. “How can I create a psychological climate in which the child will feel free to be curious, will feel free to make mistakes, will feel free to learn from the environment, from fellow students, from me, from experience? How can I help him recapture the excitement of learning that was natural in infancy? (Rogers 1983:135)

1.4. AL and Supplementary Materials

• “死”去“活”来 • Use their linguistics in real life • 增加兴趣 • Enable students to match learning opportunities to the

needs and interests of students• 增加信心• Psychologically, enhance the confidence of students. i+1• 制定教练方案• A viable “coach” plan

II 、 Measures Taken

2.1.Self-Paced Learning

• Heterogeneous contexts• Enable students to deal with one’s own weakness • Enable instructors to focus on different needs of students • Enable students to figure out the best methods

2.2. Problem-Solving

• The basic methodology for learner training should be that of discovery, the learner should discover, with or without the help of other learners or teachers (Holec 1980:42)

2.3.Student Teaching

Better understanding

Better communication

Encourage more participations

Enhancing awareness of difficulties

2.4.Cooperative Learning

Autonomy thus includes the notion of interdependence, that is being responsible for one’s own conduct in the

social context: being able to cooperate with others and solve conflict in constructive ways (Phil Benson, 2001, page2 )

2.5. Language Project

• Place control over learning content into the hands of the learner

• Provide a platform for learners to use their language skills

III. Results of AL

3.1. From Teacher to Coach

3.1. From “Teach” to “Learn”

3.3.From “perfect” to “tolerance”

3.4.Strong Motivation

3.5. Learning Friendly Environment

苦学苦教—乐学乐教

3.6.Recycle Students’ Progress

3.7. Level Appropriate Environment

3.8. 学生的语言作品