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Can learner autonomy as a pedagogical approach improve the quality
of foreign language learning? How can this approach be constructed
so that it empowers foreign language learners to increase their
learning independence and create the conditions for continuing
progress? This book seeks to contribute to a longstanding and yet
ongoing debate around questions such as these. It has been written
by teacher trainers from several different European countries for
foreign language teacher trainers and for teachers in training. The
authors are committed to building a theoretical framework for the
development of learner autonomy as well as working out its
practical implications for foreign language teaching. The first
three chapters of the book aim to help trainers and teachers
understand the theory which is relevant to learner autonomy and the
principles which support it. The last three chapters present
practical ways of fostering learner autonomy in order to facilitate
intercultural competence as well as develop listening, reading,
speaking and writing skills in a foreign language.
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