say, I will be able to understand their stance and expectations towards a self-directed
learning scheme and respond in a coherent and convergent way.
As the reader will have noticed, my idea of doing research on self-direction is
supported by the understanding that SLA is about cognitive mechanisms that interrelate with
different kinds of affective forces. Thus, in the following chapter, I will aim at getting to
know the SAC learners within the context in which "a multitude of social factors influence
Iheirperceptions (of their learning)" (Block, 1995a).
NOTES:
1) I have chosen this book because, paradoxically, I consider it, as I said before, a good
resource for teachers interested in autonomy. This critique does not mean that the book
should not be read. On the contrary because it is worth reading it I am analysing it.
2) Little and Singleton (1990) wrote an interesting article where they analyse the styles of
some second language learners and their results do not match with those of the GLL study.
3) Gremmo and Riley (1995) mention some gaps in this field but, for reasons that I ignore,
never mention that the field lacks research on "learning processes", which is my actual
concern.
4) This is one of the reasons that I do not equate "studier" with "learner". Our SAC has had
many hardworking Studiers that drop out very frustrated because they did not Ieam the
language. Of course Holec is focusing on "good studiers", that is, the one that makes the
right decisions.
5) I am using the term other-directed simply to differentiate any general view in SLA
research with the specific one in self-direction I am dealing with in this study. I do not imply
that all the theories and research I am referring to assumes that there is a teacher leading the
learning process. The problem is that it is implied that SLA research refers to any kind of
learning (formal or informal, other- or self-directed).
In short, other-directed means learning that it is not self-directed.
6) Terms like consciousness, awareness and attention represent different concepts according
to different contexts and researchers. For Bialystok, consciousness has been replaced by
awareness (1994). For van Lier (1996), consciousness includes awareness, which in turn,
includes attention, alertness and noticing. For Tomlin and Villa (1994) all these elements
need to be clearly separated and defined. Schmidt, in 1993, uses consciousness and
awareness as synonyms and in 1994 states that there are four kinds of consciousness, and