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|Title: ||AN EXPLORATION OF THE PROMOTION OF LEARNER AUTONOMY IN THE EFL TEACHING/LEARNING PRACTICES AT AAU FRESHMAN LEVEL|
|Authors: ||ATAKILT, TEKELEHAIMANOT|
|Advisors: ||Dr. Teshome Demissie|
|Keywords: ||LEARNER AUTONOMY|
AAU FRESHMAN LEVEL
|Copyright: ||Jun-1998 |
|Date Added: ||23-Nov-2012 |
|Abstract: ||This study set out to explore the existence of conditions that lead to the
promotion of learner autonomy in the EFL teaching/learning practices at AA U
Freshman level. To answer this general question the investigation tried to find
out: (i) whether and how learner training/strategy training is being conducted in
EFL classroom, and (ii) whether the instructors are prepared to incorporate
learner training into their regular English language teaching programmes.
This second aspect of the investigation is focused on describing the
instructors' preparedness in terms of their orientation in language learning
strategies as well as in the instructional techniques to implement the training.
The study was made on twelve AA U instructors currently teaching English
at Freshman level. They were selected based on I purposive sampling technique.
Four classroom video-recordings, two classroom observations and a set of
instructors' questionnaire were made use of in this study.
The results of the study revealed that some types of language learning
strategies are taught embedded in the language learning tasks and activities.
There are also some indications of dealing with students' attitudes and views
regarding their roles in language learning. However, the occurrences of such
elements of learner training are sporadic during the language teaching/learning
processes and explicit or informed training seems to be lacking.
The results also seem to suggest that the instructors in the study lack the
necessary preparation in the implementation of learner training to be able to help
their students 'learn how to learn' English.
In sum, the findings from the study suggest that there are some indications
of the existence of learner training/strategy training in the aforementioned
classroom settings, but that the training is not given in a systematic way.Finally, on the basis of the above findings, some recommendations have
been forwarded pointing to the need for pre-service and in-service teacher
trainings in matters of learner training for the promotion of learner autonomy. It
has also been suggested that English textbooks include explicit or direct strategy
training/learner training sections other than the embedded practices such as those
found in College English Coursebook (Vols. I and II) - a current course book for
first year students.|
|Appears in:||Thesis - Teaching English as a Foreign Language|
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