自主性研究与教学PDF电子书下载

Introduction 1

Section Ⅰ:What is autonomy? 5

1 The history of autonomy in language learning 7

1.1 Origins of the concept 7

1.2 Autonomy and self-access 9

1.3 Autonomy and learner training 10

1.4 Autonomy and individualisation 11

1.5 Autonomy and interdependence 13

1.6 Why autonomy?Why now? 15

1.7 The two faces of autonomy 19

2 Autonomy beyond the field of language education 22

2.1 Educational reform 23

2.2 Adult education 33

2.3 The psychology of learning 35

2.4 Political philosophy 43

3 Defining and describing autonomy 47

3.1 Levels of control 48

3.2 Measuring autonomy 51

3.3 Autonomy and culture 55

4 Control as a natural attribute of learning 59

4.1 Self-management in learning 60

4.2 Learner agendas in the classroom 65

4.3 Control of psychological factors influencing learning 67

4.4 The seeds of autonomy 75

5 Levels of control 76

5.1 Control over learning management 76

5.2 Control over cognitive processes 86

5.3 Control over learning content 99

6 Conclusion 104

Section Ⅱ:Autonomy in practice 107

7 Fostering autonomy 109

8 Resource-based approaches 113

8.1 Self-access 113

8.2 Self-instruction and distance learning 131

8.3 The effectiveness of resource-based learning 133

9 Technology-based approaches 136

9.1 Computer-assisted language learning 137

9.2 The Internet 139

9.3 The effectiveness of technology-based approaches 140

10 Learner-based approaches 142

10.1 Learner development and language learning 144

10.2 Learner development and autonomy 146

10.3 The effectiveness of learner-based approaches 149

11 Classroom-based approaches 151

11.1 Planning classroom learning 152

11.2 Evaluating classroom learning 155

11.3 The nature of control in the classroom 159

11.4 The effectiveness of classroom-based approaches 161

12 Curriculum-based approaches 163

12.1 The process syllabus 164

12.2 Examples of curriculum-based approaches 165

12.3 The effectiveness of curriculum-based approaches 170

13 Teacher-based approaches 171

13.1 Teacher roles 172

13.2 Teacher autonomy 173

13.3 The effectiveness of teacher-based approaches 176

14 Conclusion 177

Section Ⅲ:Researching Autonomy 179

15 Research methods and key areas of research 181

15.1 Action research 181

15.2 Key areas of research 183

16 Case studies 193

16.1 Case study:ethnicity and attitudes towards autonomy 193

16.2 Case study:out-of-class learning 199

16.3 Case study:reflection 204

16.4 Case study:decision making in the process syllabus 208

16.5 Case study:language acquisition in autonomous classrooms 214

16.6 Case study:developing autonomy 220

17 Conclusion 224

Section Ⅳ:Resources 227

18 Resources for research and practice 229

18.1 Books,journals and newsletters 229

18.2 Conferences and workshops 230

18.3 Professional associations 230

18.4 E-mail lists 232

18.5 Web sites 232

18.6 Bibliographies 233

18.7 Self-access centres 234

References 236

Index 254