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I-Literature review on learner autonomy in
education
Oxford's (1990) taxonomy is hierarchical, categorizing
strategies into direct and indirect. The former «require mental
processing of the language», whereas the latter « provide
indirect support for language learning through focusing, planning, evaluating,
seeking opportunities, controlling anxiety, increasing cooperation and empathy
and other means» .(Djoub,2017:127).
5-5-Resources-based approach
This approach is mainly based on creating opportunities for
learners to be responsible for their learning.
5-6-Classroom-based
Aims at giving opportunities for learners to make decisions
about their learning process , and so reinforcing their autonomy in
learning.
6-The autonomous teacher
As KADI (2018:11-13) , the notion of teacher autonomy traced
back to the beginning of the 1990's, when it was mentioned by Allwright (1990).
Some years later, Little (1995) defined this concept as the
«Teachers' capacity to engage in self-directed
teaching.» (Little, 1995:176), and in the same context, he
adds:
«Genuinely successful teachers have always been
autonomous in the sense of having a strong sense of personal responsibility for
their teaching, exercising via continuous reflection and analysis the highest
degree of affective and cognitive control of the teaching process, and
exploring the freedom that this confers.»
(Little, 1995:179)
After that, scholars have been trying to define teacher
autonomy from different aspects. Benson argues that teacher autonomy can be
seen as: «A right to freedom from control (or an ability to exercise this
right) as well as actual freedom from control.» (Benson, 2000:111).
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I-Literature review on learner autonomy in
education
As to Aoki (2002), he argues that teacher's autonomy is mainly
based on independency and responsibility for one's own teaching unlike
learner's autonomy which emphasizes on self-reliance and responsibility for
one's own learning, Besides, he offers an explicit definition of teacher
autonomy, suggesting that this involves «the capacity, freedom, and
responsibility to make choices concerning one's own teaching.»(Aoki,
2000:19)
According to Richard Smith, teacher autonomy refers to
«The ability to develop appropriate skills, knowledge and attitudes for
oneself as a teacher, in cooperation with others.» (Smith, 2000:89). In
addition, Smith (2001) identifies three different dimensions of teacher
autonomy. Teacher autonomy, first of all, is a capacity for self-directed
professional action. Second, it is a capacity for self-directed professional
development. Third, teacher autonomy is freedom from control by others in the
professional action and development. However, Thavenius (1999) provides a
different definition about teacher autonomy; he writes that an autonomous
teacher is one who promotes learner autonomy:
«Teacher autonomy can be defined as the
teacher's ability and willingness to help learners take responsibility for
their own learning. An autonomous teacher is thus a teacher who reflects on her
teacher role and who can change it, who can help her learners become
autonomous, and who is independent enough to let her learners become
independent.» (Thavenius, 1999:160)
Lamb (2008), on the other hand, suggests that the capacity
teachers have in determining the improvement of their teaching through their
own effort and through research and reflective thinking shows one facet of
teacher autonomy. He goes on to indicate that the freedom to be able to teach
in the way that one desires is also a manifestation of autonomy.
According to Tort-Moloney, in order to develop teacher
autonomy, teachers must: «become autonomous regarding curricular demands,
pedagogical material and discourses, as well as in research, by being able to
acknowledge the virtues and limitations of these areas.»(Tort- Moloney,
1997:50)
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