A MODEL FOR THE ENHANCEMENT OF AUTONOMY
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
Texto Completo: | https://revistas.pucsp.br/index.php/delta/article/view/29145 |
Resumo: | This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students’ foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context. |
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A MODEL FOR THE ENHANCEMENT OF AUTONOMYAutonomyForeign Language LearningLearning StylesLearning StrategiesThis article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students’ foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.Pontifícia Universidade Católica de São paulo2016-08-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/delta/article/view/29145DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 24 n. 3 (2008): NÚMERO ESPECIAL1678-460X0102-4450reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicadainstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPenghttps://revistas.pucsp.br/index.php/delta/article/view/29145/20372Copyright (c) 2016 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada. ISSN 1678-460Xinfo:eu-repo/semantics/openAccessMAGNO E SILVA, Walkyria2016-08-18T18:05:54Zoai:ojs.pkp.sfu.ca:article/29145Revistahttps://revistas.pucsp.br/deltaPRIhttps://revistas.pucsp.br/index.php/delta/oai||delta@pucsp.br1678-460X1678-460Xopendoar:2016-08-18T18:05:54DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.none.fl_str_mv |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
title |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
spellingShingle |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY MAGNO E SILVA, Walkyria Autonomy Foreign Language Learning Learning Styles Learning Strategies |
title_short |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
title_full |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
title_fullStr |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
title_full_unstemmed |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
title_sort |
A MODEL FOR THE ENHANCEMENT OF AUTONOMY |
author |
MAGNO E SILVA, Walkyria |
author_facet |
MAGNO E SILVA, Walkyria |
author_role |
author |
dc.contributor.author.fl_str_mv |
MAGNO E SILVA, Walkyria |
dc.subject.por.fl_str_mv |
Autonomy Foreign Language Learning Learning Styles Learning Strategies |
topic |
Autonomy Foreign Language Learning Learning Styles Learning Strategies |
description |
This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students’ foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-08-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.pucsp.br/index.php/delta/article/view/29145 |
url |
https://revistas.pucsp.br/index.php/delta/article/view/29145 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.pucsp.br/index.php/delta/article/view/29145/20372 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada. ISSN 1678-460X info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 DELTA: Documentação e Estudos em Linguística Teórica e Aplicada. ISSN 1678-460X |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São paulo |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São paulo |
dc.source.none.fl_str_mv |
DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 24 n. 3 (2008): NÚMERO ESPECIAL 1678-460X 0102-4450 reponame:DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
collection |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada |
repository.name.fl_str_mv |
DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
||delta@pucsp.br |
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1799129301499510784 |