On the road to autonomy: Degrees of learner autonomy in experiential learning

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

On the road to autonomy: Degrees of learner autonomy in experiential learning

Popis výsledku v původním jazyce

The current promotion of learner autonomy in language learning inspires teachers to experiment with its various aspects. Constrains are, however, often imposed on teachers by specific course requirements or expectations of institutions they work for. This is why this article deals with various types of courses and the ways autonomy can be integrated into their structures. It describes three different learning situations that allow for different degrees of autonomy: from complete, where the teacher only introduces general guidelines, through partial, in which leeway is given both in the choice of content and in the mode of work, to limited where autonomy is present only in some aspects of the compulsory coursework. In all these three situations, reflection is strongly encouraged in order for the students to transform their first-hand language experience into general principles which can help them deal with similar situations in the future – in other words, experiential learning takes place.

Název v anglickém jazyce

On the road to autonomy: Degrees of learner autonomy in experiential learning

Popis výsledku anglicky

The current promotion of learner autonomy in language learning inspires teachers to experiment with its various aspects. Constrains are, however, often imposed on teachers by specific course requirements or expectations of institutions they work for. This is why this article deals with various types of courses and the ways autonomy can be integrated into their structures. It describes three different learning situations that allow for different degrees of autonomy: from complete, where the teacher only introduces general guidelines, through partial, in which leeway is given both in the choice of content and in the mode of work, to limited where autonomy is present only in some aspects of the compulsory coursework. In all these three situations, reflection is strongly encouraged in order for the students to transform their first-hand language experience into general principles which can help them deal with similar situations in the future – in other words, experiential learning takes place.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

The Teacher's Role in Developing Learner Autonomy

ISBN

9781659271355

Počet stran výsledku

12

Strana od-do

55-66

Počet stran knihy

162

Název nakladatele

Candlin & Mynard ePublishing

Místo vydání

Hong Kong

Kód UT WoS kapitoly

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