Book contents
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- I ISSUES IN ENGLISH FOR ACADEMIC PURPOSES
- II THE ENGLISH FOR ACADEMIC PURPOSES CURRICULUM
- Introduction to Part II
- 11 The EAP curriculum: Issues, methods, and challenges
- 12 Twenty years of needs analyses: Reflections on a personal journey
- 13 The curriculum renewal process in English for academic purposes programmes
- 14 Team-teaching in EAP: Changes and adaptations in the Birmingham approach
- 15 Does the emperor have no clothes? A re-examination of grammar in content-based instruction
- 16 The specialised vocabulary of English for academic purposes
- 17 Language learning strategies and EAP proficiency: Teacher views, student views, and test results
- 18 Issues in EAP test development: What one institution and its history tell us
- 19 Teaching writing for academic purposes
- 20 Reading academic English: Carrying learners across the lexical threshold
- 21 Incorporating reading into EAP writing courses
- 22 The development of EAP oral discussion ability
- 23 Second language lecture comprehension research in naturalistic controlled conditions
- 24 Designing tasks for developing study competence and study skills in English
- 25 Promoting EAP learner autonomy in a second language university context
- References
- Index
25 - Promoting EAP learner autonomy in a second language university context
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- List of contributors
- Series editors' preface
- Preface
- I ISSUES IN ENGLISH FOR ACADEMIC PURPOSES
- II THE ENGLISH FOR ACADEMIC PURPOSES CURRICULUM
- Introduction to Part II
- 11 The EAP curriculum: Issues, methods, and challenges
- 12 Twenty years of needs analyses: Reflections on a personal journey
- 13 The curriculum renewal process in English for academic purposes programmes
- 14 Team-teaching in EAP: Changes and adaptations in the Birmingham approach
- 15 Does the emperor have no clothes? A re-examination of grammar in content-based instruction
- 16 The specialised vocabulary of English for academic purposes
- 17 Language learning strategies and EAP proficiency: Teacher views, student views, and test results
- 18 Issues in EAP test development: What one institution and its history tell us
- 19 Teaching writing for academic purposes
- 20 Reading academic English: Carrying learners across the lexical threshold
- 21 Incorporating reading into EAP writing courses
- 22 The development of EAP oral discussion ability
- 23 Second language lecture comprehension research in naturalistic controlled conditions
- 24 Designing tasks for developing study competence and study skills in English
- 25 Promoting EAP learner autonomy in a second language university context
- References
- Index
Summary
Part 1: Review of the literature on autonomy
Autonomy in language learning
Introduction
It is now a decade since the publication of five key books that have contributed to popularisation of the concept(s) of independence and autonomy in language learning: they dealt with self-instruction (Dickinson, 1987), learner strategies (Wenden and Rubin, 1987), applications of autonomy (Brookes and Grundy, 1988; and Holec, 1988), and the learner-centred curriculum (Nunan, 1988a). After something of a lull in the early 1990s we have recently seen edited collections on independence and/or autonomy (a special issue of System 23/2, 1995; Broady and Kenning, 1996; Pemberton, Li, Or and Pierson, 1996; Benson and Voller, 1997a), on self-access learning (Gardner and Miller, 1994, 1999), and a book-length treatment of learner-centredness in language education (Tudor, 1996). Like authentic, communicative and student-centred, the concept of autonomy ‘has rapidly achieved a moral status backed by dominant beliefs in liberal progressive education’ (Pennycook, 1997c: 39).
The terms independence and autonomy are broad and elastic -and indeed often seem to overlap (cf. Brookes and Grundy, 1988). In this chapter I will be using the single term autonomy to cover both. The autonomy literature now embraces learning and communication strategies, self-directed learning, self-access centres, learner-centredness and collaborative learning. However, the concerns of those writing about learner autonomy can seem rather narrow from the perspective of someone teaching EAP students in a second language context.
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- Research Perspectives on English for Academic Purposes , pp. 390 - 403Publisher: Cambridge University PressPrint publication year: 2001
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