Individualizing - Learning Through Self - Directed Projects  

Oleh:

Malcolm, Diane ; Rindfleisch, William

Jenis: Article from Bulletin/Magazine
Dalam koleksi: English Teaching Forum (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 41 no. 3 (Jul. 2003), page 10-15.
Topik: LEARNING; learning; self - directed projects
Fulltext: Individualizing Learning.pdf (318.02KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The shift in emphasis in language teaching from a teacher - directed approach to a learner - centered one, along with the perceived need to promote learners' efforts at developing autonomy, have resulted in new challenges for the foreign language teacher. The extent to which increasing awareness of self - directed learning will result in gains in student proficiency in the short or long term, or will simply motivate students to become more autonomous in their learning, has not yet been demonstrated. However, encouraging language learners to become more involved in managing their own learning is an appealing notion for several reasons. One reason is that "learning is more effective when learners are active in the learning process, assuming responsibility for their learning and participating in the decisions which affect it". (Sheering 1997 : 56). Particularly for mixed ability groups of students, the promotion of learner independence in language study can provide a means to meet the differing needs, expectations and proficiency levels of individual learners that may not be met in a group - oriented classroom setting. Finally, the need for developing greater autonomy in language learning can be seen as one facet of life long learning, in which each individual effectively makes decisions about which learning path to take.

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