SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

Fig. 7.3. The six stages of self-directed learning

The rationale for the way I explained the learners the process of self-directed
learning can be found in the cognitive model of self-direction I put forward in Chapter 4.
The reader will remember the awareness box, Figure 4.3 (p. 91), and the way alertness
and orientation are the elements that keep the box open. These two elements correspond
to stage 1 in Fig. 7.3. Step 2 to 5 are the different layers inside the box. These layers
represent the different cognitive steps the learner has to carry out in order to Ieam
anything of the target language. Stage 6, use, corresponds to the production of the
language, which is the achievement of the learning goal. As the reader will notice,
Figure 7.4 is based on Fig. 4.3 (p. 91). In this figure, I have included the six stages I
divided the process in, in order to make it manageable for the learners.

Linguistic input

ntake

ertness

etc.

Linguistic goal

Fig. 7.4 Cognitive model of self-directed learning and the six stages of operationalisation

As I see it, the content of this session was very important because it served two
purposes. On the one hand, it gave the learners a model for analysing their processes and,

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