TABLE OF CONTENTS
1. INTRODUCTION 8
2. FIRST CONTACT 13
2.1 The innovation 14
2.2 First readings: the European school 16
2.2.1 “How-to” guides 16
2.2.2 Self-directed learning: a two-stage scheme 18
2.2.2.1 The first stage: learning to Ieam 20
2.2.2.2 The second stage: learning 23
2.3 Autonomy 1 24
2.4 The SAC in Oaxaca 26
2.4.1 Foreign Languages in the Mexican Curriculum 27
2.4.2 Oaxaca and its university 30
2.4.2.1 TheLanguageCentreoftheUABJO 31
2.4.3 The Self-access Centre (SAC) 33
2.4.3.1 Materials 34
2.4.3.2 Equipment 35
2.4.3.3 Counsellors 36
2.4.3.4 Procedures 39
2.4.3.4.1 The user’s course 40
3. FROM A DIFFERENT POINT OF VIEW 42
3.1 Change of roles 42
3.2 On-the-job experiences: practice vs theory 43
3.3 More reading and empirical research 47
3.3.1 Counselling 47
3.3.2 Learning strategies 50
3.3.2.1 Metacognitive strategies 5 5
3.3.2.2. Metacognitive knowledge 56
3.3.2.3 Turning metacognitive knowledge into metacognitive
strategies 58
3.3.3 Learning to Ieam 61
3.3.4 Teacher education 63
3.4 Autonomy 2 65
3.4.1 Autonomy and authority 67
4. AN ATTEMPT TO MAKE SENSE 72
4.1 Being critical 72
4.2 Filling a gap: a cognitive model of self-directed learning 78
4.2.1 Introduction 78
4.2.2 Some assumptions 79
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