Teaching and Researching

General Editorsâ Preface

Authorâs Acknowledgements

Introduction

Section I: What is autonomy

1 The history of autonomy in language learning

1.1 Origins of the concept

1.2 Autonomy and self-access

1.3 Autonomy and learner training

1.4 Autonomy and individualisation

1.5 Autonomy and interdependence

1.6 Why autonomy? Why now?

1.7 The two faces of autonomy

2 Autonomy beyond the field of language education

2.1 Educational reform

2.2 Adult education

2.3 The psychology of learning

2.4 The philosophy of personal autonomy

2.5 Autonomy in language learning and its sources

3 Defining and describing autonomy

3.1 Dimensions of autonomy

3.2 Versions of autonomy

3.3 Measuring autonomy

3.4 Autonomy and culture

4 Control as a natural attribute of learning

4.1 Self-management in learning

4.2 Learner agendas in the classroom

4.3 Control of psychological factors influencing learning

4.4 The seeds of autonomy

5 Dimensions of control

5.1 Control over learning management

5.2 Control over cognitive processing

5.3 Control over learning content

5.4 Describing the autonomous learner

6 Conclusion

Section II: Autonomy in practice

7 Fostering autonomy

8 Resource-based approaches

8.1 Self-access

8.2 Tandem learning

8.3 Distance learning

8.4 Self-instruction

8.5 Out-of-class learning

8.6 The effectiveness of resource-based learning

9 Technology-based approaches

9.1 Computer-assisted language learning

9.2 The Internet

9.3 The effectiveness of technology-based approaches

10 Learner-based approaches

10.1 Learner development and language learning

10.2 Learner development and autonomy

10.3 The effectiveness of learner-based approaches

11 Classroom-based approaches

11.1 Planning classroom learning

11.2 Evaluating classroom learning

11.3 The nature of control in the classroom

11.4 The effectiveness of classroom-based approaches

12 Curriculum-based approaches

12.1 The process syllabus

12.2 Examples of curriculum-based approaches

12.3 The effectiveness of curriculum-based approaches

13 Teacher-based approaches

13.1 Teacher roles

13.2 Teacher autonomy

13.3 Language advising

13.4 Teacher education

13.5 The effectiveness of teacher-based approaches

14 Conclusion

Section III: Researching Autonomy

15 Research methods and key areas of research

15.1 Teachersâ research

15.2 Key areas of research

16 Case studies

16.1 Case study 1. Out-of-class learning

16.2 Case study 2. Self-organised language learning

16.3 Case study 3. The discourse of language advising

16.4 Case study 4. Self-directed learning in the classroom

16.5 Case study 5. Language acquisition in autonomous classrooms

16.6 Case study 6. What do good independent learners do?

17 Conclusion

Section IV: Resources

18 Resources for research and practice

18.1 Books, journals and newsletters

18.2 Conferences and workshops

18.3 Professional associations

18.4 E-mail lists

18.5 Web sites

18.6 Bibliographies

18.7 Self-access centres

References

Index