The study drew on the results of an earlier study of language learning beliefs Cotterall, which used factor analysis to identify six dimensions underlying learner responses to a questionnaire, and explored the relationship between each factor and autonomous language learning behaviour. This study extends the earlier work in three ways. Firstly it adds new items based on the factor structure previously identified. Secondly, it incorporates items designed as a result of a survey of current research in second language acquisition SLA.
Introduction Background of the study English vocabulary is the hottest language across the world. Crystal shows that English terms gains its reputation in the world due to political, military and monetary ability. In Cambodia, because of local and international business, international non-governmental organizations, job requirements, consumerism, personal computers and media, young people are strongly prompted and highly advertised to learn English as a foreign language Narith, Since that time the reputation of English words has gradually grown among Misconceptions on learner autonomy a methodological people.
Further, Igawa studies about British language and its own education in Cambodia says that communicative competence in British means an improved job and a better purchase Cambodian people. Furthermore, many Cambodian scholars have always thought that English language skills plays an integral role in students' learning, communication, job, and scholarship opportunities in another country, and it has been regarded as the first and leading spanish in the country.
Concerning the way of learning, Cambodian students culturally seem to be respectful, obedient, and passive towards their professors.
This happens due to influence of professor communication style and culture Ravascol, The traditional school room, which is commonly applied and mainly focused on teacher-centered approach offers fewer opportunities to students to activate in their learning, because the professor always plays a role as an understanding transmitter to students.
Furthermore, you can find little connection among teachers and students. The professor usually spends a great deal of time speaking and explaining in the class; while students must sit down passively and listen to the instructor attentively Wang, In the same way, Ravacol as cited Truck Lier, expresses that the educators in traditional class room assume that their main duty and activity is to transfer their knowledge to the students, to allow them to allow discussion in the classrooms to happen only in examinations or quizzes where students just have to answer the specific questions given by them.
Inside the context of words teaching, the professors have the initiative to body the question and later give opinions to the students.
The culture also has possessed a great effect on Cambodian students about the way of learning. Ravacol as cited in Bit, confirms that because Cambodian population heavily emphasizes on approval of the given order as the road to a satisfying existence, it does not encourage original thought focused on either personal development or creativity in the culture at large.
That is why we generally find Cambodian learners in a school environment of conformity rather than in a competitive seek out knowledge and competency. Ponchaud further brings that the rule of carry out in population always inhibits students from behaving in a different way from others, or driving yourself forward.
It also discourages students to take the effort, for concern with finding yourself together, of disgracing yourself before others, being derided for possible inability, and being judged. Furthermore, Bit confirms that the teachers are respected as market leaders whose jobs are something such as parental jobs.
Their proper tasks of leaders are to describe and clarify what exactly are expected of individuals. The market leaders never draw out suggestions or engagement by the followers in looking for alternatives.
He further offers that the educators' regards to their students, like so many associations in Cambodian society, are hierarchical or imbalance. The professors are typically regarded as the parents who bestow, transmit, and command line.
Whereas, the pupil are usually treated as the kid who receive, admit, and obey. There is no change in the transmitting process, except perhaps the ignorance of the college student. Little ; Chandler However, after the communicative language coaching has surfaced in Cambodia over the last a decade, the role of teacher and university student has been gradually modified in modern class room.
Quite simply, there's a shift from a teacher-centered method of a learner-centered methodology, which offers students more possibilities to actively take part in their learning process.
Since this shift occurs, learners are viewed as the main source of information for learning process, which the practice of learner autonomy commences to expand in dialect learning and teaching Benson, Holec was the first person who coined the term learner autonomy and defined it as the ability to take charge of your respective own learning.Learning Skills, Reinders () ex- Along the same lines, in his article, plored some of the teaching aspects re- Misconceptions on Learner Autonomy: lated to the development of learner au- A Methodological and Conceptual Re- tonomy and proposed a framework of newal, Asik () asserted that learn- skills that could be used by teachers as er.
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In short, many of those learner autonomy initiatives which regulate language use on the grounds of authenticity can be accused of turning a blind eye to the rather obvious assertion that any ‘pedagogy which combines authenticity of use with autonomy of learning is a contradiction.
Definitions of Independent Learning – Initial Overview The concept of independ ent learning is not new, but is it one on which there is a surprising learning: ‘Learner autonomy is essentially a matter of the learner’s Van der Veen, R.
() Communication and creativity: methodological shifts in . BibMe Free Bibliography & Citation Maker - MLA, APA, Chicago, Harvard. misconceptions on learner autonomy: a methodological and conceptual renewal Asuman AŞIK (*) Abstract Learner autonomy emerges as the result of many methodological innovations in second/foreign language teaching over the last dec1ades, especially in communicative language teaching and learner-centered approaches.