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Title: Learner autonomy in second language acquisition: moving from instruction towards construction
Researcher: Philip M, Beena
Guide(s): Nair, D P Bhaskaran
Keywords: English
Second language acquisition
Learner autonomy
Upload Date: 1-Sep-2011
University: Kannur University
Completed Date: 2003
Abstract: In the 21st century, nothing is as natural to us as learning and accomplishment. We search for a role and work of significance; for companionship, partner and family; for understanding each other and ourselves; for mastery over something and for fulfillment. Our species is irrepressibly curious and restless; we question everything and seek answers; we see a need or possibility and press forward to see if we can make it real. The drive to learn can be suppressed -- we can be deprived, beaten, and drugged-- but these are only frictions to the unstoppable learning momentum that has propelled our species from its prehistoric beginnings to its current civilized state. Autonomous learning is designed to nurture this momentum, to broaden and deepen it, to help students channel and refine it. In the applied linguistics literature, autonomy is also seen as a capacity for active, independent learning. In the philosophic perspective, autonomy is a capacity for detachment, critical reflection, decision making and independent action. And #8215;Autonomization is a matter of acquiring those capacities which are necessary to carry out a self-directed learning . In addition, autonomy can be seen as an attitude towards learning in which the learner is prepared to take, or does take, responsibility for his learning. A democratic country like ours needs citizens who can think and act and take decisions and responsibilities independently. Thus promotion of autonomy among the adolescents satisfies that need. The notion has its educational, universal as well as specific needs behind it. In the present century, we have added little significance to these educational ideals --the ones mentioned above-- of promoting self-learning because of many external pressures of the society which demand top ranking in result- oriented examinations, without providing encouragement and inspiration for learning. Most of the decisions are made by adults. The methodology is primarily pivoting on instruction rather than on construction.
Pagination: 353p.
Appears in Departments:Government Brennen College

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01_title.pdfAttached File71.99 kBAdobe PDFView/Open
02_dedication.pdf8.11 kBAdobe PDFView/Open
03_declaration.pdf71.61 kBAdobe PDFView/Open
04_acknowledgement.pdf118.64 kBAdobe PDFView/Open
05_contents.pdf85.44 kBAdobe PDFView/Open
06_abstract.pdf356.46 kBAdobe PDFView/Open
07_chapter 1.pdf250.94 kBAdobe PDFView/Open
08_chapter 2.pdf263.34 kBAdobe PDFView/Open
09_chapter 3.pdf520.5 kBAdobe PDFView/Open
10_chapter 4.pdf385.21 kBAdobe PDFView/Open
11_chapter 5.pdf371.95 kBAdobe PDFView/Open
12_bibliography.pdf224.42 kBAdobe PDFView/Open
13_appendices.pdf624.5 kBAdobe PDFView/Open

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