ABSTRACT
The objective of the thesis is to put forward a cognitive model of self-directed learning of
a foreign language that sets the rationale for self-directed practice in Mexico.
The thesis is divided into three main parts. The first part (Chapters 2 and 3) sets the
background of the research in two senses. First, it gives a description of the state of self-
directed learning of foreign languages in Mexico. This part also includes a literature
review that was necessary for the preparation stage of the Self-Access Centre Project in
Mexico. Second, it narrates the experience of the author in self-direction and the
different roles that she played in this project.
The second part of the thesis (Chapter 4) puts forward a cognitive model of self-
direction. This includes the rationale for self direction in learning foreign languages, a
comparison with a SLA cognitive model (which is identified here as other-directed
model) and a discussion of the essential elements that make up the cognitive model of
self-direction proposed in this chapter.
The third part (Chapters 5 to 8) has the objective of connecting theory with practice. It
includes a methodology chapter which defines its ethnographic approach. This is
followed by a description of the Oaxaca/97 Project, whose aim was to operationalize the
cognitive model of self-direction. An important element of this part is the analysis and
interpretation of the information gathered during the project and the discussion based on
these. Finally, the last chapter (Chapter 8), gives a summary of the thesis and the
conclusions of the empirical and theoretical research put forward in the thesis.