دانلود کتاب Learner Autonomy in the English Classroom: Empirical Studies and Ideas for Teachers

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Table of Contents
The contributors
Introduction (Paul Lennon)
Part One. Background
The story of learner autonomy: from self-access to sociallearningPaul Lennon
1. The rationale for learner autonomy
2. Strategies for learning
3. The good language learner
4. Learner and teacher roles in the autonomous classroom
5. Social learning as conscious learning
6. The autonomous classroom
7. Very young learners
8. Motivation and learner autonomy
9. Assessment
10. Learner attitudes to self-directed learning
11. Teacher training
12. Cultural aspects
References
Part Two. Primary School
Some possibilities for implementing and increasing learner autonomy in the English lesson (Piri Leeck)
1. Learner autonomy at elementary school level
2. Implications for elementary school
3. Implications for English
4. Some main building blocks
5. Examples and what we can learn from them
References
Multimedia dictionaries in the primary school (Tanja Freudenau)
1. Learning and working techniques
2. Use of media
3. The importance of vocabulary building
4. Dealing with the written word
5. Dictionaries and their versatility – practical experiences
6. Multimedia dictionaries and individual prompting
7. Opportunities for action and practical examples
8. Summary and outlook
References
Part Three. Lower and Middle Secondary School
Suggestions for the effective use of reading logs in the ninth grade (Kathrin Kaupmann)
1. Background
2. Teaching literature
3. The empirical study
4. Conclusion
References
Peer correction in the English Language writing classroom: an empirical study in the ninth grade of a Realschule (Matthias Bärenfänger)
1. Introduction
2. The history of error correction
3. A small-scale empirical study on peer correction
4. Conclusion
References
Lexical compensatory strategies among learners of different age levels: implications for teachers (Kathrin Kaupmann)
1. Introduction
2. Communication Strategies
3. An empirical classroom study
4. Some teaching implications
5. Sample strategy training activities
6. Conclusion
References
Which vocabulary learning strategies do students actually use? A survey in the tenth grade of a Gymnasium (Anna Niehaus)
1. Introduction
2. Definition of the term ‘learning strategy’
3. An overview of the development of learning strategy categorisation
4. Language learning strategies
5. Vocabulary learning strategies
6. Learner Autonomy
7. A survey of a 10th grade class in a Gymnasium on the use of vocabulary learning strategies
8. German EFL learners compared to Chinese and Japanese EFL learners
9. Implications for teachers
10. Conclusion
References
Part Four. Upper Secondary School and University
“Raise your voice!” An autonomous learning concept to promote oral proficiency in the EFL-classroom (Diana Schmitt-Egner)
1. Speaking in the EFL classroom – an introduction
2. Requirements of an approach to promoting oral proficiency
3. “Raise your voice!” – An approach to promoting oral proficiency in the EFL classroom
4. Evaluation
5. Conclusion
References
Authentic texts as a basis for autonomous learning (Till Meister)
1. Introduction
2. Authentic texts in the language classroom and beyond
3. Authentic texts in classroom and research
4. Study setting and outline
5. Results
6. Interpretation
7. Conclusion and implications for the use of authentic texts in secondary education
References
Promoting learner autonomy by training students to generate their own reading comprehension questions (Joanna Kucza)
1. Introduction
2. The study
3. Pedagogical implications and conclusions
References
A different point of you: a corpus-based study of peer editing in a university-level EFL writing seminar (Patricia Nell Skorge)
1. Introduction
2. Doing peer response: why and how
3. Peer response in EFL settings
4. The study
References
Part Five. Content and Language Integrated Learning (CLIL) in Secondary School
Content and Language Integrated Learning in physical education: evidence for language and content scaffolding during peer interaction (Nathan Devos)
1. Introduction
2. Content and Language Integrated Learning (CLIL) in Germany
3. Physical Education (PE) as a CLIL subject
4. A sociocultural approach to language learning in CLIL
5. Empirical research
6. Results
7. Discussion
8. Conclusion
References
Strategic support in bilingual history classes at different age and proficiency levels (Marcel Suchier)
1. Principles of language learning and the bilingual philosophy
2. The bilingual classroom
3. The subject ‘history’
4. Language support: an empirical study
References