TABLE OF FIGURES
1.1 Outline of contents and connections between chapters 12
2.1 Two stages in the self-directed learning scheme 19
2.2 Learning to Ieam scheme according to Holec 22
2.3 Language teaching system in Mexico 28
2.4 Training courses for SAC staff in UABJO, Oaxaca 37
2.5 Scheme of support elements in SAC Oaxaca 40
3.1 Divergence of counsellors and learners about counselling sessions 49
3.2 Metacognitive strategies as learning strategies 54
3.3 Metacognitive knowledge and strategies scheme 58
3.4 Learning and learning to leam, an integrated approach 62
3.5 Relationship between interactional and transactional authority 68
4.1 Attentional elements in other-directed learning 83
4.2 Alertness and orientation elements in self-direction 88
4.3 The awareness box in self-directed language learning 91
4.4 Summary of research on beliefs about self-directed language learning 97
4.5 Fields ofbeliefs in self-directed language learning research 99
4.6 Influence of different dimensions on a self-direction scheme 115
5.1 Type and content of sessions 124
5.2 The participants 125
5.3 Features of ethnographic research 129
5.4 Three different approaches of ethnographic research in language
education 137
5.5 Relationship of insider roles and research sources 138
5.6 Comparison of ethnographic approaches 141
5.7 Verbal report outcomes 143
6.1 Ga according to her selves 154
6.2 T according to his selves 155
6.3 F according to his selves 155
6.4 K according to her selves 156
6.5 E according to her selves 156
6.6 Learners’ beliefs related to person 162
7.1 Input sessions in Oaxaca/97 Project 192
7.2 Definition of the process of self-directed learning 194
7.3 The six stages of self-directed learning 194
7.4 Cognitive model of self-directed learning and the 6 stages of
operationalisation 195
7.5 The six stages of learning and the type of awareness involved 196
7.6 Three input sessions on awareness 200
7,7 The discussion sessions 206
7.8 Overall view of sessions and their objectives in the Oaxaca/97 project 207
7.9 Orienting according to source and degree of selectivity 212
7.10 Stages of learning and intemal∕extemal forces 236
7.11 Personal classification of participants 238
8.1 Conditions for creating a learning culture 255
8.2 Relation between self-esteem and expectations 264