Learner Autonomy: CSRE Approach-the Launching Pad

Authors

  • Dr. Mohammed Quamruddin Ansari Bayan College, (Affiliated to Purdue University, USA), P.O.Box- 2712, Postal Code- 112, Muscat Sultanate of Oman

Keywords:

Motivation, Learner Autonomy, Teacher Autonomy, Teachers as Co-Learners, Rapport.

Abstract

There has been a marked shift within the field of language learning and teaching over the past two decades with greater emphasis being put on learners and learning rather than on teachers and teaching. This shift requires redefining the role of teachers, teaching methods and the learning materials. Learning doesn’t occur in vacuum and learner autonomy doesn’t happen automatically. Teachers play a major interactive role with both the learners and learning environment. They use effective strategies and suitable materials to enhance the learning process but at times with little success. What is required: the proper groundwork, the platform, the launching pad which will encourage the students to open up, act freely and autonomously? CSRE approach might help in preparing and fostering the students’ motivational level. This is an all-inclusive approach that not only serves the average learners but also encourages the slow learners to participate in the classroom activities. Teachers are ever learners. This paper evaluates the prevalent teaching learning process based on the extensive interaction with the learners and teachers spanning around thirty years’ of tryst within the theoretical framework.

References

Ames, C. (1992) Classroom goals, structures, and student motivation”, Journal of Educational Psychology, 84(3), 261-271.

Bantjes, Leon (1994). Motivation in the classroom. Engines for Education. The Institute for the Learning Sciences, North Western University.

Piaget, J. (1972). The Psychology of the child, New York: Basic Books.

Lukmani, Y. M. (1972). Motivation to learn and language proficiency. Language Learning, 22, 261-273.

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

Gardner, R. C., & Lambert, W. F. (1972). “Attitudes and motivation in Second Language Learning”. Rowley, Mass: Newbury House Publishers.

Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.

Stipek, D. (1988), Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice Hall.

Crookes, G., & Schmidt, R. W. (1991). “Motivation: Reopening the research agenda”. Language Learning, 41, 469-512.

Oxford, R. L. & Shearin, J. (1994). “Language learning motivation: Expanding the theoretical framework,” The Modern Language Journal, 78, 12-28.

Wen, X. (1997). Motivation and Language Learning with Students of Chinese, Foreign Language Annals, 30, 235-250.

Arnold, J. (1999). “Affect in language learning,” Cambridge University Press.

Skehan, P. (1993). Individual differences in Second Language Learning: Edward Arnold.

Stern, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

Al-Mutawa, N. & Kailani, T. (1993). “Method of Teaching English to Arab Students: A Review”, Applied Psycholinguistics, Vol. 14, PP 1-28.

Young, D. J. (1999). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill.

Maslow, A. (1954). “Motivation and Personality”, New York: Harper.

Vygotsky, L., & Vygotsky, S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

LoCastro, V. (1994), Learning strategies and learning environment. TESOL Quarterly, 28 (2), 409 414.

Brophy, J. (1987). “Synthesis of Research on Strategies for Motivating Students to Learn”. Educational Leadership: 40-48.

Benson, P. & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman.

Deci, E. L., & Ryan, R.M. (1985). “Intrinsic motivation and self-determination in human behavior”. New York: Plenum Press.

Bandura, A. G. (1997). Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 41, 195-215.

Christopher, F. Green (1993). Learner Drives in Second Language Acquisition, FORUM, Vol. 31 No. 2.

Cook, V. (1993). Linguistics and Second Language Acquisition. London: Macmillan.

Wright, T. (1987). Roles of Teachers & Learners. Oxford: OUP.

Rubin, J. (1985). What the “good language learner” can teach us. TESOL Quarterly, 9 (1),41-51.

Krashen, S. (1982). “Principles and Practice in Second Language Acquisition”, Pergamon.

Ellis, Rod (1991). “Understanding Second Language Acquisition”, Oxford, Oxford University Press.

Schumann, J. H. (1978). The acculturation model for second language acquisition. Gingras (Ed.), Second language acquisition and foreign language teaching (pp 27-50) Washington, DC: Center for Applied Linguistics.

Fisher, Robert (1990). Teaching Children to Think”, Basel Blackwell

Nunan, D. (1988). The Learner-centered curriculum. Cambridge: Cambridge University Press.

Sharkey, J. (1994/1995). Helping students become better learners. TESOL Journal, 4(2), 18-23.

Keller, J.M. (1987, Oct.) “Strategies for stimulating the motivation to learn”. Performance and instruction, 26(8), 1-7.

Little, D. (1991). Learner Autonomy, l: Definitions, Issues and Problems. Dublin: Authentik.

Wenden, A. (1998). Learner Strategies for Learner Autonomy. Great Britain: Prentice Hall.

Boud, D. (1998). Developing Student Autonomy in Learning. New York: Kogan Press.

O’ Malley, J. M. & Chamot, A. V. (1990). Learning Strategies in Second Language Acquisition. London: Macmillan.

Reid, J. (1995). Learning styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.

Downloads

Published

2018-10-23

How to Cite

Quamruddin Ansari, D. M. (2018). Learner Autonomy: CSRE Approach-the Launching Pad. International Journal of Sciences: Basic and Applied Research (IJSBAR), 42(2), 26–38. Retrieved from https://gssrr.org/index.php/JournalOfBasicAndApplied/article/view/9399

Issue

Section

Articles