Autonomous English learning.

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Aims and Objectives

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Autonomous English learning.

Learning strategies. (Thanasoulas, 2000)

Metacognitive strategies.

*Directed attention: deciding in advance to concentrate on general aspects of task. *Directed attention: deciding in advance to concentrate on general aspects of task. *Selective attention: Paying attention to specific aspects of a task. *Self-monitoring: Checking one's performace as one speaks. *Self-evaluation: appraising one's perfomance in relation to one's own standards. *Self-reinforcement: Rewarding oneself for success.

Cognitive strategies.

*Repetition, imitating others speech. *Resourcing (using dictionaries and other materials.) *Translation. *Note-taking. *Deduction. *Contextualisation. *Transfer (knowledge in L1 applied to L2.) *Asking for clarification.

Characteristics of an autonomous. (Lowry,2008)

*Have a tolerant and outgoing approach to the target language.

*Are willing to revise and reject hypothesis and rules that do not apply.

*Attend to form as well as to content (place importance on accuracy as well as appropriacy.)

*Are good guessers.

*Are willing to take risks.

*Take an active approach to the learning task.

*Have a insights into their learning style and strategies.

Learning style preferences and learning strategies. (Jepri et al.,2014)

Kinaesthetic.

-Personalise info -Break reading tasks into small chunks. -Use fingers to keep track of where you are. -Use your hands explaining concepts to yourself. -Stop after each chunk.

Auditory.

-Repeat info. -Study with a partner. -Listen to music (no lyrics). -Talk to yourself -Tape yourself.

Visual.

-Diagrams. -Charts. -Flash cards. -Highlight (colour coding). -Draw boxes/circles.

Steps into autonomous learning. (Lowry,2008)

6.-Students encouraged to develop their own learning strategies.

5.-Students awareness of their own learning styles encouraged.

4.-Students encouraged to make decisions about what they learn.

3.-Students capacity to learn for themselves encouraged.

2.-Teacher decreases importance as main souce of knowledge.

1.-Teacher becomes less of an instructor and more of facilitator.