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- 저자 : Hayo Reinders (검색결과 3 건)
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Fostering Autonomy: Helping Learners Take Control
Hayo Reinders 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.2
As teachers we take delight and pride in seeing our learners succeed, not just in our classes but also in their personal lives and into the future. Much of this depends on their ability to ‘see the bigger picture’. Learning is hard and to stick with it, even when there is no teacher around, requires finding reasons to put in the effort. Learners are not often asked to do this and so don’t develop the skill to question why they are doing what they are doing. It is therefore important to consider ways to give learners greater control over their learning, and to do so in such a way that prepares, supports and ultimately empowers them to become more autonomous (Reinders, 2020). In this article we will look at practical ways to help learners become aware of their own and teachers’ reasons for learning and see how this focus on personal learning aims forms an ongoing, iterative (recurring) part of the autonomous learning process.
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Hayo Reinders 한국응용언어학회 2008 응용 언어학 Vol.24 No.1
Tasks have been shown to have a number of potential benefits for learning and their use has become increasingly popular in recent years (cf. Ellis 2003). One aspect of tasks that has received relatively little attention is the effect of the accompanying instructions. Does asking learners to pay attention to a certain aspect of the language help them to learn it? This paper reports on a study of the effects of implicit instructions (exposure only) and explicit instructions (exposure plus a noticing instruction) on acquisition of two grammatical structures. Participants were pretested for prior knowledge of the target structures and then completed three treatments followed by a posttest and a delayed posttest. Performance on the pre, and posttests was compared to establish if there was a signifcant effect for the instructions that accompanied the treatments. It was found that 1) the explicit instructions did not have an effect on what participants learned from the input, and that 2) the explicit instructions can even inhibit acquisition in the case of relatively complex structures. One of the implications of this study is that teachers need to be aware of the interaction between the types of instructions they give and the complexity of the target structures.
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Lilan Lin,Hayo Reinders 서울대학교 교육연구소 2019 Asia Pacific Education Review Vol.20 No.1
In 2004, the Chinese Ministry of Education issued the College English Curriculum Requirements in an effort to revitalise English language teaching in China. This official document underpins “College English”, a compulsory course for nonEnglish majors in the first 2 years of university study. In a break with the past, the policy document placed considerable emphasis on the development of learner autonomy. Despite these aspirations, in practice it has been observed that many teachers struggle to implement their content (Lin, Chen, Journal of PLA University of Foreign Languages 32(2):45–50, 2009; Luo, Journal of the Foreign Language World 183(6):29–36, 2017; Xu, Language and Education 7(4):2–7, 2014). To better document this mismatch and identify its causes, this research investigated 668 students and 182 teachers’ beliefs, practices and readiness for autonomy in the context of the College English course. Through a triangulated approach, this article found that both the students and teachers appeared psychologically, but not technically or behaviourally, ready for autonomy. The challenges to the promotion of autonomy in Chinese universities, therefore, seem to be more about pedagogical than cultural impediments. We conclude the paper with a number of implications to enable classroom practitioners to better integrate the development of autonomy into the curriculum.
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