A_presentation_on_Autonomy_Learningg.ppt

presentation on autonomy

1. Tabuk University
Faculty of Education& Arts
English Dept.
ENGLISH LANGUAGE SEMINAR

2. Autonomy Learning
The Role of Autonomy Learning
in Developing Language
Learning Strategies
Seminar for both Students & Teachers
Presented by Dr. Ahmed Khider
2012
( Your success is our goal)

3. By the end of this presentation, the students will:
*understand what autonomy learning is.
* Know why autonomy learning is important.
* Have some knowledge of language learning
strategies.
* Develop language learning strategies.
*Accept the challenge to think critically in
every class.

4. What is Autonomy Learning?
Independent Learning orLearner Autonomy

5. What is Autonomy Learning?
Some terms used to describe it:
Learner responsibility
Self-directed learning
Learner autonomy
Lifelong learning
Learning to learn

6. A Definition
Learner Autonomy…
‘is characterized by a readiness to
take charge of one’s own learning
in the services of one’s needs and
purposes.’
Dam (1995:1)

7. Characteristics of Dependent Learners
Dependent Learners…
Rely heavily on the teacher
Cannot make decisions about their learning
Do not know their strengths and weaknesses
Think that the teacher is responsible for all their learning
Do not plan or set goals
Do not connect classroom learning & the real
world
Are motivated by grades & awards
Do not reflect on their learning

8. Independent Learners
Independent Learners…
Know their own Learning Style
Are self reliant
Can make informed decisions about their
learning
Know their strengths & weaknesses
Take responsibility for their own learning
Plan & set goals
Connect classroom learning to the ‘real world’
Are motivated by making progress in learning
Reflect on the learning process and their
progress

9. How can I be an independent learner?
By…
being a more confident learner
making learning enjoyable
making decisions about my own learning
developing better time management skills
learning to take responsibility
learning how to study more effectively
becoming a more successful student overall

10. What can I do to become an
independent learner?
By…
looking at what I need help with
looking at what I am good at
learning to ‘edit’ or check my own
work
asking for help from peers or
faculty
finding out what materials are
available in the library or on the
internet

11. What can I do to become an
independent learner?
By…
completing a Needs Analysis
Worksheet
completing a Goals Worksheet
completing an Action Plan
completing a Student Activity Log
(record of work)
completing a Reflection Sheet

12. :
Learnerinvolvement:engaginglearnerstoshare
responsibilityforthelearningprocess(theaffective
dimension)
Learnerreflection:helpinglearnerstothinkcritically
whentheyplan,monitorandevaluatetheirlearning(the
meta-cognitivedimension)
Appropriatetargetlanguageuse:Speakingcanonly
belearntbyspeaking(thecommunicativedimension)
Three pedagogical principles

13. Three pedagogical Principles
Learner involvement
(affective)
Learner reflection
(metacognitive)

14. Definition of language learning Strategies
Learningstrategiesarethethoughtsandactionswe
engagein,consciouslyornot,tolearnnewinformation.
Thegoalofteachinglearningstrategiesistohelp
studentstoconsciouslycontrolhowtheylearnsothat
theycanbeefficient,motivated,andindependent
languagelearners(Chamot,Barnhardt,El-Dinary,&
Robbins,1999).

15. A ) Direct language learning strategies:
Thedirectstrategiesarebeneficialtothestudentsbecause
theyhelpstoreandrecoverinformation.Thesestrategies
helplearnerstoproducelanguageevenwhenthereisgapin
knowledge.Theyalsohelptounderstandandusethenew
language.
1.MemoryStrategies:
Memory strategies are based on simple principles like laying
things out in order, making association, and reviewing.
These principles are employed when a learner faces
challenge of vocabulary learning.
Classification of Language Learning Strategies

16. Theseareperhapsthemostpopularstrategies
withlanguagelearners.Thetargetlanguageis
manipulatedortransformedbyrepeating,
analyzingorsummarizing.Thefoursetsinthis
groupare:Practicing,ReceivingandSending
Messages,AnalyzingandReasoning,and
CreatingStructureforInputandOutput.
2. Cognitive Strategies:

17. 3. Compensation Strategies:
Learnersusecompensationstrategiesforcomprehension
ofthetargetlanguagewhentheyhaveinsufficient
knowledgeofthetargetlanguage.Thesestrategiesmakeup
forthedeficiencyingrammarandvocabulary.When
learnersdonotknownewwordsandexpressions,they
guessthemeaning.Alearnerbringsownlifeexperienceto
interpretdatabyguessing

18. B) Indirect Language learning Strategies
Indirectlanguagelearningstrategiesworktogetherwith
thedirectstrategies.Theyhelplearnerregulatethelearning
process.Thesestrategiessupportandmanagelanguage
learningwithoutdirectengagementandthereforecalled
indirectstrategies.
1.Metacognitivestrategies:
Metacognitivestrategiesgobeyondthecognitivemechanismand
givelearnerstocoordinatetheirlearning.Thishelpsthemtoplan
languagelearninginanefficientway.

19. 2.Affective Strategies
Theaffectivefactorslikeemotion,attitude,motivation,andvalues
influencelearninginanimportantway.Threesetsofstrategiesare
includedinthisgroup:LoweringYourAnxiety,Encouraging
Yourself,andTakingYourEmotionalTemperature.
3.SocialStrategies:
Socialstrategiesareveryimportantinlearningalanguage
becauselanguageisusedincommunication and
communication occursbetweenpeople.Threesetsof
strategiesareincludedinthisgroup:AskingQuestions,
Cooperatingwithothers,andEmpathizingwithOthers

20. TASK FOR DISCUSION
What implications could the approach of autonomous
learning have for the roles of teachers and learners?
Discuss
.........................................................................................
.....................................................................................
.....................................................................................
.....................................................................................
.....................................................................................
..................................................................................

21. THANK YOU FOR ATTENDANCE
AND PARTICIPATION

22. Bibliography
Baba, H. 2001. Self-access on a shoestring. Presentation at TESOL
Arabia, Abu Dhabi Branch Conference, Abu Dhabi
Broady, E., & Kenning, M. 1996. Learner Autonomy: an introduction
to the isusses. Middlesex University Printing
Dam, L. 1995. Learner Autonomy 3:from theory to classroom practice.
Dublin: Authentik.
Dickinson, L. 1987. Self-instruction in language learning. Cambridge
University Press.
Holec, H. 1991. Autonomy and foreign lanuage learning. Oxford,
Pergamon.
Mynard, J. & Sorflaten, R..2003 Independent Learning in YOUR
Classroom. TESOL Arabia, Independence Self Interest Group.
http://ilearn.20m.com