Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-22T08:12:17.388Z Has data issue: false hasContentIssue false

Self-directed learning: an alternative form of training*

Published online by Cambridge University Press:  23 December 2008

Henri Holec
Affiliation:
Centre de Recherches et d'Applications Pédagogiques en Langues, Université de Nancy II

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Council of Europe
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Holec, H. (1980). Autonomy and foreign language learning.Google Scholar
Holec, H. (1988). Autonomy and self-directed learning: present fields of application.Google Scholar
Holec, H. (in press). Self-directed learning: an alternative form of training.Google Scholar
Little, D. (in press). Strategic competence in relation to strategic control of the language learning process.Google Scholar
Oskarsson, M. (1978). Self-assessment in foreign language learning.Google Scholar
Richterich, R. (in press). Strategic competence.Google Scholar
Trim, J. (1978). Some possible lines of development of an overall structure for a European unit/credit scheme for foreign language learning by adults.Google Scholar
Chaix, P. & O'neil, C. (1978). Etude critique des modalites d'apprentissage autonome (autodidaxie et semi-autonomie) dans le domaine de I'acquisition des langues vivantes secondes. Rapport de synthese. Paris: Unesco/E.N.S. de Saint-Cloud, Centre audio-visuel.Google Scholar
Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: C.U.P.Google Scholar
Dickinson, L. (1993). Learner Training. Dublin: Authentik.Google Scholar
Duda, R. and Riley, P. (eds.) (1987). Learning styles. Proceedings of the first European Cultural Foundation seminar, Nancy 26–29 April 1987. Nancy: Presses Universitaires de Nancy.Google Scholar
Ellis, G. & Sinclair, B. (1989). Learning to Learn English. Learner's book. Teacher's book. Cambridge: C.U.P.Google Scholar
Gathercole, I.Autonomy in Language Learning. London: CILT.Google Scholar
Little, D. (1991). Learner Autonomy, 1. Definitions, Issues and Problems. Dublin: Authentik.Google Scholar
Little, D. (ed.) (1992) Self-Access Systems for Language Learning. With contributions from Esch, E., Gremmo, M.-J., Little, D., Moulden, H., Riley, P. & Singleton, D.Dublin: Authentik.Google Scholar
Muller, M., Wertenschlag, L. & Wolf, J. (1989). Autonomes und partnerschaftliches Lenten, Modelle und Beispiele aus dem Fremdsprachenunterricht. Berlin: Langenscheidt.Google Scholar
Narcy, J.-P. (1991). Comment mieux apprendre l'anglais. Paris: Les Editions d'Organisation.Google Scholar
Riley, P. (1985). Discourse and Learning. London: Longman.Google Scholar
Sheerin, S. (1989). Resource Books for Teachers, Self-Access. Oxford: O.U.P.Google Scholar
Sheerin, S. (1989). Self-Access. Oxford: O.U.P.Google Scholar
Wenden, A. & Rubin, J. (1987). Learner Strategies in Language Learning. Englewood Cliffs: Prentice Hall.Google Scholar
Willing, K. (1989). Teaching How to Learn: a Teachers Guide. Activity worksheets. Sydney: Macquarie University.Google Scholar
E.L.T. Documents, 131 (1988). Modern English Publications, The British Council.Google Scholar
Etudes de Lingtiistique Appliquée, 41 (1981). Didier Erudition.Google Scholar
Le Français Dans Le Monde, numero spécial (Fév.-Mars 1992). Hachette.Google Scholar
Mélanges Pédagogiques C.R.A.P.E.L. (1973, 1980, 1981, 1982, 1984, 1985, 1986/1987, 1988) 1992 (21), 1995 (22, spécial Centres de Ressources). C.R.A.P.E.L., Université Nancy 2.Google Scholar