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Autonomy, Experience and Concepts: A Study in Educational Discourses

100%
Siek-Piskozub T., Strugielska A.
Poznań Studies in Contemporary Linguistics
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2008
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vol. 44
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issue 4
597-616
EN
The aim of this article is to investigate the impact of educational reforms launched in Poland in the last decade upon the notion of learner autonomy as evidenced by the results of a crosssectional study. Necessarily, standard definitions of the concept of autonomy will be re-defined against the background of socio-political reforms in the country and their reflections in syllabuses and curricula. Re-evaluating the notion of learner independence in the Polish context will be primarily viewed from the perspective of the learner; however, relevant comparisons with teachers' perceptions will be also provided. Employing methodological guidelines offered by Conceptual Metaphor Theory, conclusions will be drawn concerning the practicability of fostering learner autonomy in the Polish milieu.
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Zdolny uczeń – autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego

89%
Cichoń M.
Neofilolog
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2011
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issue 36
319-329
EN
The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cogni-tive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are in-cluded in the university teacher training and handbooks only to a very li-mited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.
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