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Prof. Fellipe Cavallero
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Prof. Fellipe Cavallero
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Agenda:
Defining the term Autonomy;
The connections between Learning & Autonomy;
Autonomy & Motivation: To what extent are they intertwined?
Summary;
Bibliography;
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
BACK IN TIME: AUDIOLINGUALISM
“A method of language instruction popular in the 1970s and 1980s based on behaviourist principles of learning. Audiolingualism focused primarily on speaking and listening, and it viewed language learning in terms of rote learning, repetition and imitation”. (Reinders & Loewen, 2011, p. 16)
Key words: language instruction, repetition & imitation
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
PERSPECTIVES IN THE CLASSROOM ATMOSPHERE:
“It involved learners in mechanical drills in which learners repeated numerous sentences and substituted key words. Audiolingualism was not generally concerned with the semantic meaning of these sentences and not much emphasis was placed on the relevance of the sentences to the learner” (Reinders & Loewen, 2011, p. 16).
Key words: mechanical drills & numerous repetitions
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
PRINCIPLES & BELIEFS (LARSEN-FREEMAN, 1986, P. 43-44):
Learners need to overlearn the target language, to learn to use it automatically without stopping to think;
The teacher is like na orchestra, directing and controlling the language behaviour of his/her students;
The structures of the language are emphasized over all the other areas;
Students errors are avoided;
New structures are presented through dialogs. The dialogs are learned through imitation and repetition (drills);
It is a typical teacher-centered perspective
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
BEHAVIORISM – CONTEXT:
“The dominant psychological theory of the 1950s and 1960s was behaviorist learning theory. According to this theory, language learning is like any other kind of learning in that it involves habit formation. Habits are formed when learners respond to stimuli in the environment and subsequently have their responses reinforced so that they are remembered. Thus, a habit is a stimulus-response connection”. (Ellis, 2003, p. 31)
Consequence: knowledge was thought to be built through this pattern of stimulus-response activities
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
NEW HORIZONS IN TEACHING: A FUNCTIONAL APPROACH
“Consider language as an instrument of social interaction between human beings, with the primary aim of establishing communicative relations between speakers and addressees. The challenge is to reveal the instrumentality of language with respect to what people do with it in social situations” (Dik, 1978, p. 3)
Perspective: PRAGMATICS→ SEMANTICS → SYNTAX
Consequence: Students have to reflect upon the uses of language
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
COMMUNICATIVE COMPETENCE:
This term refers to learners´ language knowledge that includes more than just grammatical accuracy or an idealized competence in the language. Communicative competence is seen as being composed of several different components:
Linguistic Competence;
Sociolinguistic Competence;
Discourse Competence;
Strategic Competence;
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
COMMUNICATIVE COMPETENCE IN DETAILS:
(Reinders & Loewen, 2011, p.31)
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Autonomy defined (short version).
Autonomy is the ability to take charge of one’s learning.
Consequently, autonomous learners are the ones who accept responsibility for their own learning, are able to take initiatives in planning and executing learning activities and regularly review the learning strategies they make use of while evaluating their effectiveness.
Question: How can teachers foster students´ autonomy throughout the process of learning a L2?
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
AUTONOMY DEFINED (EXPANDED VERSION).
A set of learner characteristics related to the ability and willingness to engage critically with the learning process.The concept of autonomy in language learning developed in the 1980s and builds on a general shift of attention to the language and an increase recognition of the role of the learner as active participants in the language learning process. It is influenced by humanism and constructivism in general education. In recent years it has influenced language teaching practice through learners’ ability to manage their own learning, both inside and outside the classroom.
It has influenced the development of specific approaches to learning and teaching designed to give learners more responsibility for their learning …
(Reinders & Loewen, 2011, 107)
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
THE NOTION OF CONTROL
According to Reinders & Loewen (2011, p. 43), controlled processing requires explicit and direct effort on the learner´s part, and it occurs with language that is less familiar to the learner.
Dafei (2007) argues that there are three important levels at which students’ control can be exercised:
Control over learning management;
Control over cognitive process;
Control over learning content;
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
DETAILS:
Question: What´s the importance of learners´ autonomy?
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
JUSTIFICATION:
The importance of autonomous learning lies in the fact that autonomous students are more actively involved in their own learning process. They are agents in their own learning. Therefore, autonomous learning is not a matter of rote memorization, but a constructive process in which the learner causes things to happen. 
Besides, when the learner develops autonomy, she/he is successful not only in the classroom, but is also able to learn independently, outside the classroom, without the help of a teacher. Besides, his/her learning is likely to be more efficient and effective.
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
TYPICAL CHARACTERISTICS OF NA AUTONOMOUS LEARNER:
Question: Can autonomy be taught?
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
THE IMPORTANCE OF MOTIVATION:
Experts agree that there is more involved to language learning than just the cognitive aspect. Indeed, language learning also has an affective component. That means that the success of a learning task is very much dependent upon the learners’ attitudes towards learning and their desire to acquire that particular knowledge.
It is important to understand that the more positive students are about their learning, the more motivated they become. Autonomous students are usually positive and intrinsically motivated to learn. Besides, they evidence life-long learning.
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO
SUPERVISIONADO DE INGLÊS II
THE IMPORTANCE OF MOTIVATION:
Ellis (2003) suggests that:
“...motivation is dynamic in nature; it is not something that a learner has or does not have but rather something that varies from one moment to the next depending on the learning context or task.”
Autonomous learners might not always feel entirely positive about each and every aspect of their learning. Nevertheless, they will have developed the attitudinal and reflective resources to overcome their temporary motivational setbacks.
Autonomy is something teachers can only foster!
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Consequently ...
Teachers are the ones responsible for creating an autonomy-supportive environment that will help students to engage in activities that will develop their capacity to control their learning. Learner autonomy can be achieved through learner training and strategy training.
Learner autonomy is a perennial dynamic process amenable to educational interventions rather than a static product, a state, which is reached once and for all.”
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
SUMMARY:
Contextualize the imporance of Autonomy;
Autonomy: Definition;
Connections between Learning & Autonomy;
Autonomy & Motivation: To what extent are they intertwined?
Bibliography;
Aula 1: The Concept of Autonomy in L2 Learning
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Bibliography:
LARSEN-FREEMAN, Diane. Techniques and principles in language teaching. Oxford: OUP, 1986.
REINDERS, Hayo.; LOEWEN, Shawn. Key concepts in second language acquisition. New York: Palgrave Macmillan, 2011.