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Social dimensions of autonomy in language learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social dimensions of autonomy in language learning /edited by Garold Murray.
其他作者:	Murrary, Garold,
面頁冊數:	1 online resource.
標題:	Language and languagesStudy and teaching
電子資源:	https://link.springer.com/book/10.1057/9781137290243
ISBN:	1137290242 (electronic bk.)

Social dimensions of autonomy in language learning /
Social dimensions of autonomy in language learning /edited by Garold Murray. - 1 online resource.

1. Introduction: Exploring the Social Dimensions of Autonomy in Language Learning; Garold Murray -- PART I: THE EMOTIONAL DIMENSION -- 2. Developing Autonomous Language Learners in HE: A Social Constructivist Perspective; Christine O'Leary -- 3. Learner Autonomy and the Theory of Sociality; Tim Lewis -- 4. Self-regulation and Autonomous Dependency Among Japanese Learners of English; Tomoko Yashima -- PART II: THE SPATIAL DIMENSION -- 5. The Semiotics of Place: Autonomy and Space; Garold Murray, Naomi Fujishima and Mariko Uzuka -- 6. 'Facebook me' within a Global Community of Learners of English: Technologizing Learner Autonomy; Alice Chik and Stephan Breidbach -- 7. Autonomy, Social Interaction and Community: A Distant Language Learning Perspective; Linda Murphy -- 8. Meeting the Autonomy Challenge in an Advanced Spanish Listening ClasS; Diego Mideros and Beverly-Anne Carter -- PART III: THE POLITICAL DIMENSION -- 9. Autonomy, Complexity and Networks of Learning; Liliane Sade -- 10. The Ecology of Learner Autonomy; David Palfreyman -- 11. Social Class and Autonomy: Four Case Studies in a Mexican SAC; Desiree Castillo Zaragoza -- 12. Local Engagements Enhancing Practitioner Action and Knowledge for Learner Development and Autonomy within a Collaborative Teachers' Network; Andy Barfield -- Conclusion: Autonomy in Language Learning as a Social Construct; Garold Murray.

Learner autonomy in language learning, initially associated with independence, is now viewed as a capacity that can be developed in social contexts involving learner interdependence and collaboration. In this volume researchers, most of whom are also language teachers, from Asia, the Caribbean, Europe, and North and South America, explore the social aspects of learner autonomy in various language learning contexts. Bringing together theory, research and practice, the studies draw on socially oriented theoretical perspectives -- such as social constructivism, sociocultural theory, situated learning, ecology and complexity -- and primarily employ case study and ethnographic methodologies. This research suggests that the social dimensions of learner autonomy encompass under-investigated emotional, spatial and political dimensions. In addition to theoretical issues, the authors discuss implications for practice, making this book of interest to teachers, researchers, and other language professionals working in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

ISBN: 1137290242 (electronic bk.)

Source: 641112Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

214353
Language and languages
--Study and teachingIndex Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: P53.457

Dewey Class. No.: 401/.9

Social dimensions of autonomy in language learning /
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520 $a Learner autonomy in language learning, initially associated with independence, is now viewed as a capacity that can be developed in social contexts involving learner interdependence and collaboration. In this volume researchers, most of whom are also language teachers, from Asia, the Caribbean, Europe, and North and South America, explore the social aspects of learner autonomy in various language learning contexts. Bringing together theory, research and practice, the studies draw on socially oriented theoretical perspectives -- such as social constructivism, sociocultural theory, situated learning, ecology and complexity -- and primarily employ case study and ethnographic methodologies. This research suggests that the social dimensions of learner autonomy encompass under-investigated emotional, spatial and political dimensions. In addition to theoretical issues, the authors discuss implications for practice, making this book of interest to teachers, researchers, and other language professionals working in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.
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