On the road to autonomy: Degrees of learner autonomy in experiential learning
| Autoři | |
|---|---|
| Rok publikování | 2020 |
| Druh | Kapitola v knize |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | The current promotion of learner autonomy in language learning inspires teachers to experiment with its various aspects. Constrains are, however, often imposed on teachers by specific course requirements or expectations of institutions they work for. This is why this article deals with various types of courses and the ways autonomy can be integrated into their structures. It describes three different learning situations that allow for different degrees of autonomy: from complete, where the teacher only introduces general guidelines, through partial, in which leeway is given both in the choice of content and in the mode of work, to limited where autonomy is present only in some aspects of the compulsory coursework. In all these three situations, reflection is strongly encouraged in order for the students to transform their first-hand language experience into general principles which can help them deal with similar situations in the future – in other words, experiential learning takes place. |