Developing Learner Autonomy through Tasks - Theory, Research, Practice - Cirocki, Andrzej
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At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction. "This is the book everyone in the field has been waiting for. It is the…mehr

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Produktbeschreibung
At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction. "This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues." Prof. John McRae, University of Nottingham, UK. "This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom." Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany
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Autorenporträt
List of contributors and affiliations: Vilma Huerta Cordova, Mario E. López-Gopar and William M. Sughrua, Benito Juarez Autonomous University of Oaxaca, Mexico; Mohammed Ateek, University of Leicester, UK; Kathryn DePietro, Stevenson College, USA; Deniz Ortactepe Hart, University of Glasgow, UK; Xinxin Liu, Yu Ming Charter School, USA; Viviane Lohe, University of Erfurt, Germany; Benedict J. L. Rowlett, Hong Kong Baptist University, Hong Kong; Jayson Parba, University of Hawai¿i at M¿noa, USA; Irish Fernandez-Dalona, Mindanao State University - Iligan Institute of Technology, Philippines; Jennifer Yphantides, Soka University, Japan; Bimali Indrarathne, University of York, UK; Sharen Bertrando, National University, USA; Joanna Pfingsthorn, University of Bremen, Germany.