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



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