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This book brings together a wide range of studies, practical
applications and reflective accounts written by academics working
at a university in Japan to present a cohesive overview of their
collaborative efforts to promote learner reflection within their
institution. The book contributes to a shift in language education
towards promoting learner responsibility and ownership of their
learning through developing a deeper sense of awareness of and
motivation for the learning process. It makes a convincing case for
showing that not only is promoting reflection possible, but it can
also be effectively integrated into language learning activities
with significant benefits to the learners. The chapters are highly
practical for researchers and practitioners, with the research
chapters containing instruments which make them ideal for
replication studies. The text includes a wealth of practical tools
and activities for practitioners, who will be able to experience
first-hand how to facilitate student success and increase
satisfaction.
Through the application of self-determination theory (SDT) to
research and practice, this book deepens our understanding of how
autonomous language learning can be supported and understood within
environments outside of the classroom. Theoretical, empirical and
practice-focused chapters examine autonomy support in a range of
contexts and settings, dealing with learning environments and open
spaces, communities and relationships, and advising and self-access
language learning. They reveal what occurs beyond the classroom,
how socializing agents support autonomous motivation and wellness,
and how SDT can enhance our understanding of supporting language
learner autonomy. It will be of interest to language teachers,
university lecturers and learning advisors who are providing
support outside the classroom, as well as to graduate students and
researchers who are working in the fields of applied linguistics
and TESOL.
Through the application of self-determination theory (SDT) to
research and practice, this book deepens our understanding of how
autonomous language learning can be supported and understood within
environments outside of the classroom. Theoretical, empirical and
practice-focused chapters examine autonomy support in a range of
contexts and settings, dealing with learning environments and open
spaces, communities and relationships, and advising and self-access
language learning. They reveal what occurs beyond the classroom,
how socializing agents support autonomous motivation and wellness,
and how SDT can enhance our understanding of supporting language
learner autonomy. It will be of interest to language teachers,
university lecturers and learning advisors who are providing
support outside the classroom, as well as to graduate students and
researchers who are working in the fields of applied linguistics
and TESOL.
This book brings together a wide range of studies, practical
applications and reflective accounts written by academics working
at a university in Japan to present a cohesive overview of their
collaborative efforts to promote learner reflection within their
institution. The book contributes to a shift in language education
towards promoting learner responsibility and ownership of their
learning through developing a deeper sense of awareness of and
motivation for the learning process. It makes a convincing case for
showing that not only is promoting reflection possible, but it can
also be effectively integrated into language learning activities
with significant benefits to the learners. The chapters are highly
practical for researchers and practitioners, with the research
chapters containing instruments which make them ideal for
replication studies. The text includes a wealth of practical tools
and activities for practitioners, who will be able to experience
first-hand how to facilitate student success and increase
satisfaction.
Reflective Dialogue presents professional educators with the
necessary background and skills to engage in reflective dialogue
with language learners effectively. It draws on work in the fields
of advising in language learning, reflective practice,
sociocultural theory, language learner autonomy, counseling, and
life coaching to provide both an introduction to the field and
guidance for researching advising in action. The book also includes
a wide variety of practical ideas and over 30 sample dialogues that
offer clear demonstrations of the concepts discussed in practice.
This dynamic textbook's practical approach illustrates how
reflective dialogue can promote language learner autonomy and how
language advising can be implemented successfully both inside and
outside the classroom.
Reflective Dialogue presents professional educators with the
necessary background and skills to engage in reflective dialogue
with language learners effectively. It draws on work in the fields
of advising in language learning, reflective practice,
sociocultural theory, language learner autonomy, counseling, and
life coaching to provide both an introduction to the field and
guidance for researching advising in action. The book also includes
a wide variety of practical ideas and over 30 sample dialogues that
offer clear demonstrations of the concepts discussed in practice.
This dynamic textbook's practical approach illustrates how
reflective dialogue can promote language learner autonomy and how
language advising can be implemented successfully both inside and
outside the classroom.
Advising in Language Learning (ALL) brings together examples of
advising practice and research from various international contexts
in a fast-developing field. A theoretical model based on
constructivism and sociocultural theory (the Dialogue, Tools and
Context Model) is proposed and supported thoughout the book, as
each of the contributions focuses on one or more areas of the
model. In this volume the editors set out the general aims and
understandings of the field, illustrating the innovative manner in
which advisors around the world are working with learners and
researching the practice of ALL.
"Advising in Language Learning" (ALL) brings together examples
of advising practice and research from various international
contexts in a fast-developing field. A theoretical model based on
constructivism and sociocultural theory (the "Dialogue, Tools and
Context Model") is proposed and supported thoughout the book, as
each of the contributions focuses on one or more areas of the
model. In this volume the editors set out the general aims and
understandings of the field, illustrating the innovative manner in
which advisors around the world are working with learners and
researching the practice of ALL.
This book provides an in-depth exploration of psychological
phenomena affecting language learning within a social learning
space. Drawing on the literature from identity in second language
learning, communities of practice and learner beliefs, in
conjunction with other individual difference factors, it uncovers
perceptions and assumptions that language learners have of the
space and how they affect their relationship with it and the people
within it. Readers will gain a greater understanding of how
psychological phenomena shape a space and how a learning space can
contribute to a wider learning ecology. This book will appeal to
researchers interested in language learning beyond the classroom
and psychological aspects of language acquisition, as well as to
practitioners and professionals who are supporting learners outside
the classroom.
This book provides an in-depth exploration of psychological
phenomena affecting language learning within a social learning
space. Drawing on the literature from identity in second language
learning, communities of practice and learner beliefs, in
conjunction with other individual difference factors, it uncovers
perceptions and assumptions that language learners have of the
space and how they affect their relationship with it and the people
within it. Readers will gain a greater understanding of how
psychological phenomena shape a space and how a learning space can
contribute to a wider learning ecology. This book will appeal to
researchers interested in language learning beyond the classroom
and psychological aspects of language acquisition, as well as to
practitioners and professionals who are supporting learners outside
the classroom.
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