Abstract
Learner autonomy has been called for by many researchers in language teaching. Learner independence can be achieved through empowering students (Ss) by training them on ways to learn certain learning strategies rather than just teaching them certain linguistic features. This goal can be attained through implementing the learner-as-researcher approach called for by many researchers due to its potential ability to involve Ss in their learning process. This paper presents the findings of a multifaceted action research project intended to enhance Ss’ critical skills through implementing the Riggenbach Model (1999) to a linguistic micro aspect; learn more about Teacher –Student (T-S) interactions through critically analyzing a number of T-S interactions using Dobbs’ analysis model presented in Celce-Murcia and Olstein (2000), and use critical classroom discourse analysis (CCDA) to provide a macro-analytic explanation of identity and power relations of the Ss by examining student reflections and final products.
Highlights
Learner autonomy has been called for by many researchers in language teaching
Learner independence can be achieved through empowering Ss by training them on ways to learn certain learning strategies rather than just teaching them certain linguistic features
Teachers should help Ss learn and benefit from the process of learning itself rather than focusing solely on the final linguistic product. This goal can be attained through implementing the learner as researcher approach called for by many researchers due to its potential ability to involve Ss in their learning process
Summary
Learner autonomy has been called for by many researchers in language teaching. Learner independence can be achieved through empowering Ss by training them on ways to learn certain learning strategies rather than just teaching them certain linguistic features. By attempting to achieve autonomy and assuming the role of researchers whilst engaging in an egalitarian group dynamic in which everyone must participate to successfully complete the assignment, this project required Ss to reconstruct their identities and traditional classroom power structures. This readjustment or recreation of the self and the classroom‟s power dynamic will be examined through the critical classroom discourse analysis (CCDA) model, a macro-analytic model that intends to analyze discourse in terms of sociopolitical structures. Through a CCDA of the Ss final reflections on their assignment and their final products, part III attempts to explain their perceptions and reactions to the various identities they were asked to construct and the power relations by which these identities were situated
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