Self-directed Language Research Articles

Over-Indulgence and Under-Representation in Interlanguage: Reflections on the Utilization of Concordancers in Self-Directed Foreign Language Learning

In line with proponents of data-driven learning, it is argued that concordancers are superior to traditional grammar books, dictionaries and coursebooks, because they allow easy access to huge amounts of ‘real’ language in use, foster the learners’ analytical capacities, promote their explicit knowledge of the L2, facilitate critical language awareness, and support the development of learner autonomy. It is also suggested that with the help of concordancers ‘contrastive’ analyses should be undertaken based on comparisons between the L1 and the L2 or between different genres/varieties of the L2 (e.g. Hecht, 1994). Such investigations are supposed to sensitize learners to the observed differences, which in turn should help them avoid developing false analogies, for instance, or produce texts more appropriate to a given purpose, channel, etc. The paper concludes its arguments by pointing out that language learners investigating their own interlanguage and contrasting it with native speaker usage with the help of concordancing tools will benefit from such an exercise, because they will try to bridge the gap between their own performance and that of native speakers, and heed the linguistic item in future text productions.

Teachers attitudes within a self-directed language learning scheme

In the following article I explore one of the least studied areas of self-directed language learning: the attitudes of the language teachers that work as counsellors for self-directed language learners. In order to do this, I make use of Freeman’s scheme to define teacher education. Freeman’s is a very appropriate frame for this type of study because it includes attitudes as one of the four essential constituents of teacher education. Within an attitudinal construct, then, I analyse four different factors (students, past, colleagues and self) that account for the attitudes that the teacher has towards, in this specific case, self-directed language learning and the self-access centre s/he works for.

Metacognitive Knowledge and Language Learning1

Dating back to the early 80s, the FL/SL literature on learner strategies and on self-directed language learning documents an ongoing recognition of the need to help language leamers reflect upon and refine their beliefs and knowledge about learning, i.e. their metacognitive knowledge. To date, however, this literature has not been explicit about the function of this knowledge in language learning. This article reviews selected theoretical and research literature on metacognition to address this lack. It argues that insights provided by the review can enhance our understanding of those approaches to second language acquisition which assign an active role to the learner, and concludes with a consideration of practical implications for foreign and second language instruction.

Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal self-regulation

Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Enhancing metacognition in self-directed language learning

In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.

A Self-Motivated and Self-Directed Second Language Learner: Heinrich Schliemann

A Self-Motivated and Self-Directed Second Language Learner: Heinrich Schliemann