SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

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