Slideshows by User: teacheryamith http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif Slideshows by User: teacheryamith http://www.slideshare.net/ Sun, 05 Jul 2009 20:21:30 GMT SlideShare feed for Slideshows by User: teacheryamith A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies http://www.slideshare.net/teacheryamith/a-pathway-to-teacher-autonomy-and-learner-autonomy-a-study-on-socioaffective-language-learning-strategies-1684458
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.]]>
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.]]> Sun, 05 Jul 2009 20:21:30 GMT http://www.slideshare.net/teacheryamith/a-pathway-to-teacher-autonomy-and-learner-autonomy-a-study-on-socioaffective-language-learning-strategies-1684458 teacheryamith@slideshare.net(teacheryamith) A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies teacheryamith The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge. <img src="http://cdn.slidesharecdn.com/articleapathwaytoteacherautonomyandlearnerautonomyactionresearch-090705152142-phpapp02-thumbnail-2?1246826248" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge. A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies
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]]> 1327 0 http://cdn.slidesharecdn.com/articleapathwaytoteacherautonomyandlearnerautonomyactionresearch-090705152142-phpapp02-thumbnail-2?1246826248 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Language Teachers As Researchers In Action: Knowledge And Research As A Transformative Process http://www.slideshare.net/teacheryamith/language-teachers-as-researchers-in-action-knowledge-and-research-as-a-transformative-process
This reflective paper looks at the need for us, English teachers, to consider the theories, processes, perceptions, values, interests and purposes we hold in order to understand why and how we can do research and produce knowledge from our teaching practices.]]>
This reflective paper looks at the need for us, English teachers, to consider the theories, processes, perceptions, values, interests and purposes we hold in order to understand why and how we can do research and produce knowledge from our teaching practices.]]> Sat, 20 Jun 2009 19:40:47 GMT http://www.slideshare.net/teacheryamith/language-teachers-as-researchers-in-action-knowledge-and-research-as-a-transformative-process teacheryamith@slideshare.net(teacheryamith) Language Teachers As Researchers In Action: Knowledge And Research As A Transformative Process teacheryamith This reflective paper looks at the need for us, English teachers, to consider the theories, processes, perceptions, values, interests and purposes we hold in order to understand why and how we can do research and produce knowledge from our teaching practices. <img src="http://cdn.slidesharecdn.com/languageteachersasresearchersinactionknowledgeandresearchasatransformativeprocess-090620144109-phpapp01-thumbnail-2?1245527869" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> This reflective paper looks at the need for us, English teachers, to consider the theories, processes, perceptions, values, interests and purposes we hold in order to understand why and how we can do research and produce knowledge from our teaching practices. Language Teachers As Researchers In Action: Knowledge And Research As A Transformative Process
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]]> 382 0 http://cdn.slidesharecdn.com/languageteachersasresearchersinactionknowledgeandresearchasatransformativeprocess-090620144109-phpapp01-thumbnail-2?1245527869 document http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted Action Research And Collaboration A new Perspective In Social Research And Language Education http://www.slideshare.net/teacheryamith/action-research-and-collaboration-anew-perspective-in-social-research-and-language-education
The disconnection between what counts as social research (SR) and what serves society’s needs and interests results in a way of theorizing which, while useful, does not integrate theory and practice. This disconnection in SR demands a new epistemology, a new way of knowing and doing research that can meet the everyday needs of people living real-life situations. A dialectical paradigm, researching and knowing from experience through intellectual study, can enable people to rethink theory as a practical discipline oriented towards social renewal.]]>
The disconnection between what counts as social research (SR) and what serves society’s needs and interests results in a way of theorizing which, while useful, does not integrate theory and practice. This disconnection in SR demands a new epistemology, a new way of knowing and doing research that can meet the everyday needs of people living real-life situations. A dialectical paradigm, researching and knowing from experience through intellectual study, can enable people to rethink theory as a practical discipline oriented towards social renewal.]]> Sat, 20 Jun 2009 19:40:47 GMT http://www.slideshare.net/teacheryamith/action-research-and-collaboration-anew-perspective-in-social-research-and-language-education teacheryamith@slideshare.net(teacheryamith) Action Research And Collaboration A new Perspective In Social Research And Language Education teacheryamith The disconnection between what counts as social research (SR) and what serves society’s needs and interests results in a way of theorizing which, while useful, does not integrate theory and practice. This disconnection in SR demands a new epistemology, a new way of knowing and doing research that can meet the everyday needs of people living real-life situations. A dialectical paradigm, researching and knowing from experience through intellectual study, can enable people to rethink theory as a practical discipline oriented towards social renewal. <img src="http://cdn.slidesharecdn.com/actionresearchandcollaborationanewperspectiveinsocialresearchandlanguageeducation-090620144053-phpapp01-thumbnail-2?1245527693" alt ="" style="border:1px solid #C3E6D8;float:right;" /><br> The disconnection between what counts as social research (SR) and what serves society’s needs and interests results in a way of theorizing which, while useful, does not integrate theory and practice. This disconnection in SR demands a new epistemology, a new way of knowing and doing research that can meet the everyday needs of people living real-life situations. A dialectical paradigm, researching and knowing from experience through intellectual study, can enable people to rethink theory as a practical discipline oriented towards social renewal. Action Research And Collaboration A new Perspective In Social Research And Language Education
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