4.2 FILLING A GAP: A COGNITIVE MODEL FOR SELF-DIRECTED
LEARNING
4.2.1 Introduction
In Chapter 2 I introduced the self-directed learning scheme proposed by Holec (see
2.2.2, p. 18). He divides this scheme into two stages, learning to Ieam and learning. In that
section I explained and summarised the main ideas that have arisen in the field of learning to
learn. Later, in Chapter 3 (3.3.3, p. 61) I put forward my own ideas about a learning to learn
scheme for developing self-direction. However, I have said almost nothing about the second
stage, identified by Holec as learning.
In 1987, Wenden characterises some approaches of the European school as being
technical in the sense that they "appear to be emphasising the importance of techniques"
(1987a, 12). She calls this the "technical orientation". It is true that her approach is different
because of her focus on learning strategies. In this sense it is more oriented to the cognitive
side of self-learning. However, as I see it, Wenden's own approach stays in the learning to
Ieam stage and does not provide an explanation of the learning stage in self-direction
(neither in 1987 nor in 1991).
According to Benson (1996)
Nobody has yet succeeded in developing a version of autonomy that specifically
takes account of the nature of language and language learning. Little (1991) has
taken us a long way in this respect, but we must nevertheless recognize that, so
far, we have no theory of autonomous language learning (my italics, 27,28)
Or as Batstone puts it (personal communication)
There is no dialogue between autonomy people and SLA research people
I have already suggested that the reason for this gap in the field of self-direction3 may
be due to the fact that, as everybody knows now, teachers can teach but, as Page says, "only
the learners can learn, no-one can do the learning for her" (1992, 83). Taking this into
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