Reflection about learner autonomy
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Autonomous learning allows individuals to take control of their own development by choosing how to learn and practice independently. Autonomous learners use cognitive and metacognitive strategies. Cognitive strategies directly manipulate information to enhance learning, such as repetition, questioning, note-taking, and inference. Metacognitive strategies involve planning, monitoring, and evaluating the learning process, like directing attention, self-monitoring, and self-evaluation. The main difference is that cognitive strategies improve mental abilities while metacognitive strategies help self-regulate learning.
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One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
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Reflection about learner autonomy
- 1. AUTONOMOUS LEARNING is a process that allows the person to be author of his own development, choosing paths, strategies, tools and time it deems appropriate to learn and practice independently what you have learned. Uses the autonomous learning who AUTONOMOUS LEARNER Is colled
- 2. AUTONOMOUS LEARNER needs Some strategies like 1. cognitive strategies 2. metacognitive strategies
- 3. 1. COGTINIVES STRATEGIES operate directly on incoming information, manipulating it in ways that enhance learning These are 1,1. repetition 1,9. question for clarification 1,2. resourcing 1,8. inferencing 1,5. deduction 1,4. note-taking 1,6. contextualisation 1,3. translation 1,7. transfer
- 4. 1,1. REPETITION 1,2. RESOURCING 1,3. TRANSLATION when imitating others speech That is say having recourse to dictionaries and other materials That is using their mother tongue as a basis for understanding and/or producing the target language
- 5. 1,4. NOTE-TAKING 1,5. DEDUCTION 1,6. CONTEXTUALISATION is used to get information That is to say conscious application of L2 rules when embedding a word or phrase in a meaningful sequence
- 6. 1,7. TRANSFER 1,8. INFERENCING 1,9. QUESTION FOR CLARIFICATION That is using knowledge acquired in the L1 to remember and understand facts and sequences in the L2 When matching an unfamiliar word against available information (a new word etc) When asking the teacher to explain, etc.
- 7. 2. METACOGNITIVE STRATEGIES Are skills used for planning, monitoring, and evaluating the learning activity These are 2,1. directed attention 2,5. self-reinforcement 2,3. self-monitoring 2,2. selective attention 2,4. self-evaluation
- 8. 2,1. DIRECTED ATTENTION 2,2. SELECTIVE ATTENTION When paying deciding in advance to concentrate on general aspects of a task attention to specific aspects of a task
- 9. 2,4. SELF-EVALUATION 2,3. SELF-MONITORING 2,5. SELF-REINFORCEMENT That is to say That is to say Is used for checking one's performance as one speaks appraising one's performance in relation to one's own standards rewarding oneself for success.
- 10. DIFFERENCE between cognitive strategies metacognitive strategies Is used for Is used for improving mental ability to reason and come to an understanding of something self-regulating our learning and make strategic planning for a learning process