SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

Fig. 7.8 Overall view of sessions and their objectives in the Oaxaca/97 project

7.2 BELIEFS RELATED TO TASK

In section 4.2, р.78, I put forward a cognitive model of self-directed learning.
My intention in this section is to relate the learners’ beliefs that underlie their reports on
their learning process with the model that was presented in that section. As the reader
will remember, the model deals with alertness and orientation as essential elements of
the initial part of the cognitive process. Noticing, or detection, structuring, renoticing
and restructuring, and practice were identified as the main stages of the cognitive
process of learning a language (see p. 91 and discussion in section 4.2.4, p. 84) In the
following sections I will deal with each one of these elements. Finally, awareness, as the

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