SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

4.2.3 Cognition in other-directed learning 81

4.2.4 Cognition in self-directed learning 84

4.2.4.1 Orientation 84

4.2.4.2 Alertness 85

4.2.4.3 Awareness 85

4.2.5 Decision-making and awareness 92

4.2.6 Motivation 93

4.2.7 Attitudes and believes in self-direction 95

4.2.8 Summary 101

4.3 Autonomy 3 101

4.3.1 Introduction 101

4.3.2 Autonomy and authenticity 103

4.3.3 The universal dimension of autonomy 104

4.3.4 The individual dimension of autonomy 108

4.3.5 The cultural dimension of autonomy 110

4.4 Reformulation 115

5. REVISITING THE SAC 121

5.1 What I did in Mexico: the Oaxaca/97 Project 125

5.1.1 The participants 125

5.1.2 The setting 127

5.2 Why I did what I did: The methodology 127

5.2.1 Ethnographic research 128

5.2.1.1 VanLier 130

5.2.1.2 Holliday 132

5.2.1.3 Freeman 135

5.2.2 Insider tools 137

5.2.3 Verbal reports 141

5.3 Conclusion 143

6. BELIEFS ABOUT A LEARNING CULTURE:
FROM A LEARNERS’ POINT OF VIEW 145

6.1 Beliefs related to person 146

6.1.1 Beliefs about self 147

6.1.1.1 Written biographies and oral accounts 147

6.1.1.2 The “profile” task 150

6.1.1.3 The “self’task 153

6.1.2 Beliefs about the teacher’s role 157

6.1.3 Beliefs about the learner’s role 160

6.2 Beliefs related to task 163

6.2.1 Beliefs about learning 164

6.2.2 Beliefs about learning a language 165

6.2.3 Beliefs about learning a language in a classroom 171

6.2.4 Beliefs about learning a language in a self-directed way 173

6.2.5 Beliefs about learning a language in a self-directed way in
the Mexican culture 177