Autonomous English learning.

Mere som dette

Perception

af Joerg Bauer

Daily Dashboard

af Mindomo Team

Superhero

af Heather Dziczek

Venn diagrame xample to Compare Different Philosophies

af Mindomo Team

Autonomous English learning.

Learning strategies. (Thanasoulas, 2000)

Metacognitive strategies.

*Directed attention: deciding in advance to concentrate on general aspects of task. *Directed attention: deciding in advance to concentrate on general aspects of task. *Selective attention: Paying attention to specific aspects of a task. *Self-monitoring: Checking one's performace as one speaks. *Self-evaluation: appraising one's perfomance in relation to one's own standards. *Self-reinforcement: Rewarding oneself for success.

Cognitive strategies.

*Repetition, imitating others speech. *Resourcing (using dictionaries and other materials.) *Translation. *Note-taking. *Deduction. *Contextualisation. *Transfer (knowledge in L1 applied to L2.) *Asking for clarification.

Characteristics of an autonomous. (Lowry,2008)

*Have a tolerant and outgoing approach to the target language.

*Are willing to revise and reject hypothesis and rules that do not apply.

*Attend to form as well as to content (place importance on accuracy as well as appropriacy.)

*Are good guessers.

*Are willing to take risks.

*Take an active approach to the learning task.

*Have a insights into their learning style and strategies.

Learning style preferences and learning strategies. (Jepri et al.,2014)

Kinaesthetic.

-Personalise info -Break reading tasks into small chunks. -Use fingers to keep track of where you are. -Use your hands explaining concepts to yourself. -Stop after each chunk.

Auditory.

-Repeat info. -Study with a partner. -Listen to music (no lyrics). -Talk to yourself -Tape yourself.

Visual.

-Diagrams. -Charts. -Flash cards. -Highlight (colour coding). -Draw boxes/circles.

Steps into autonomous learning. (Lowry,2008)

6.-Students encouraged to develop their own learning strategies.

5.-Students awareness of their own learning styles encouraged.

4.-Students encouraged to make decisions about what they learn.

3.-Students capacity to learn for themselves encouraged.

2.-Teacher decreases importance as main souce of knowledge.

1.-Teacher becomes less of an instructor and more of facilitator.