Home page: about the
author E-mail
the author
Defining the field
of learner-led learning of foreign languages is made difficult by a lack of
agreement between authors (myself included) on terminology. Hence there follows
a thumbnail guide to key terms within the field.
Self-instruction
as applied to foreign-language
learning has two different definitions, which may be called "broad" and
"narrow" respectively. In the broad sense (Dickinson, 1987: 5), it
describes "situations in which a learner, with others, or alone, is working
without the direct control of a teacher". In the narrow sense (Jones, 1998; cf.
Benson, 2001: 131), it is "a deliberate long-term learning project
instigated, planned and carried out by the learner alone, without teacher
intervention": unlike the broad definition, this excludes autonomous
activities or sessions within a taught course. To avoid potential
confusion, an alternative term, autodidaxy, has been suggested for
narrow self-instruction.
Self-study describes
a mode of self-instruction where the learner relies on specialist
language-learning materials produced by others.
These materials may take the form of:
Teach-yourself packages (also known as home-study courses, etc.) - sets of all-round
course materials, usually published, and typically containing a coursebook,
tapes and/or CDs, etc. (Jones, 1993; Roberts, 1995).
Broadcast courses
(Rybak, 1983; Umino, 1998, 1999), which are presented via TV and radio, but
usually with a coursebook as backup.
Self-instructed
learners, even in the narrow/autodidactic sense, rarely work wholly on their own.
Part or all of their learning may involve:
Using guidance from a language-learning
advisor/counsellor/helper (a person advising on goal-setting, materials
selection, learning and assessment activities etc.: Little, 1989: 55-60), often
in an open-learning centre. When learners
are learning a language on their own, but within a framework of institutional
support, this may be called "supported self-instruction".
Studying or practising language with other learners ("study
buddies":
With a native speaker of the foreign language
(e.g. Carson & Longhini, 2002). In tandem learning, two native speakers of different languages
help each other to learn each other's language (Lewis et al., 1996).
The key
concern of learner autonomy is not so much whether learning is carried
out by the learner (as with autodidaxy), but whether it is controlled by
the learner. In autonomous learning,
learners take their own responsibility for goal-setting, materials selection,
learning activities and/or assessment, instead of a teacher or self-study
materials being in overall charge (e.g. Holec, 1979;
With full
autonomy, learners are completely in charge of their
own learning decisions and actions.
With partial autonomy, a
learning programme combines autonomous and non-autonomous elements. This may happen in the classroom ("classroom
autonomy"),
where autonomous activities may play a small
or large role (e.g. Dam, 1995), or in a teacher-led course. Despite the claims
of some theorists (e.g. Holec, 1979: 4), it may also happen during
package-led self-study if, as often happens, learners
choose which package activities to follow and which to skip, select back-up
materials, and devise their own back-up and self-assessment activities
(Lockwood, 1992: 100-126).
Though some earlier authors equated
it with self-study, self-directed learning is
nowadays generally seen as equivalent to autonomous learning (e.g.
Independent learning is also used by some authors (e.g. Page,
1992) to denote autonomous learning.
Broady & Kenning, however, see
independent learning as equivalent to open learning and self-access
learning, terms which focus on the physical "resources and contexts for
learning, from which learners can choose according to their needs" (1996). Institutions such as schools and
universities may provide these resources in an open
learning centre, self-access centre or language-learning centre, a dedicated area containing
language-learning materials and equipment (cassette/video players, computers,
etc.), usually staffed by librarians, technicians and language-learning advisors.
Distance learning involves a teacher who, though physically
removed from the learners, still oversees their learning (Richards &
Roe, 1994). Distance teachers and learners traditionally communicate by post
and telephone, but now e-mail and web contact is more common.
Francis R. Jones,
Home page: about the author E-mail the author
Benson,
Phil (2001) Teaching and Researching
Autonomy in Language Learning.
Broady,
Elspeth & Marie-Madeleine Kenning (1996) Learner autonomy: an introduction
to the issues. In Elspeth Broady and Marie-Madeleine Kenning, eds: Promoting Learner Autonomy in University
Language Teaching, 9-21.
Brockett,
Ralph G. & Roger Hiemstra (1991) Self-Direction
in Adult Learning.
Carson, Joan G. & Ana Longhini (2002) Focusing on learning styles and strategies: a diary study in an immersion setting. Language Learning 52/2: 401-438.
Dam, Leni
(1995) From Theory to Classroom Practice.
In series Learner Autonomy, Vol. 3.
Dickinson,
Leslie (1987) Self-Instruction in
Language Learning.
Holec, Henri
(1979) Autonomy and Foreign Language
Learning.
Jones, Francis R. (1993) Beyond the fringe: a framework for assessing teach-yourself materials for ab initio English-speaking learners. System 21/4: 453-469.
Jones, Francis R. (1998) Self-instruction and success: a learner-profile study. Applied Linguistics 19/3: 378-406.
Lewis, Tim,
Jane Woodin & Elke St John (1996) Tandem learning: independence through
partnership. In Elspeth Broady and Marie-Madeleine Kenning, eds: Promoting Learner Autonomy in University
Language Teaching, 105-120.
Little,
David, ed. (1989) Self-Access Systems for
Language Learning.
Lockwood,
Fred (1992) Activities in
Self-Instructional Texts.
Page, Brian
(1992) Letting Go, Taking Hold: A Guide
to Independent Language Learning by Teachers for Teachers.
Richards,
Keith & Peter Roe, eds (1994) Distance
Learning in ELT.
Roberts, John (1995) An anatomy of home-study foreign language courses. System 23/4: 513-530.
Rybak, Stephanie J. (1983) Foreign languages by radio and television: the development of a support strategy for adult home-learners. PhD thesis, Brighton Polytechnic.