Learners doing it for themselves

 Identify what an autonomous learner is:  good learners / bad learners  Look at how that affects teaching  Examine what we can do in the classroom to develop and encourage learning

 How much opportunity do you have to decide what / how to teach your learners?  What is your role as a teacher?

 Reflect on their learning and make decisions about it  Take responsibility for their learning and their progress  Know why they are learning English and try to stay motivated  Know how to study effectively  Blame teachers or the course book for poor results  Expect the teacher to be responsible for their learning and their progress  May have little enthusiasm for learning English  May think they know more than the teacher  May not know how to study effectively

Teacher-centred approach where are you?Learner-centred approach I have all the information. The syllabus and what needs to be achieved are there for us to share. It is my job to transmit knowledge to you. I am here to facilitate and assist your learning. I am responsible for your learning. You are responsible for your learning. As a professional, it is my job to make all the decisions. I trust you want to learn and will take responsibility for it. Adapted from Scharle & Szabo (2005), who adapted it from Brandes & Ginnes (1992)

 Cognitive Strategies  help learners process input, & transform and apply L2 knowledge  Affective Strategies  learners create positive attitudes and stay motivated  Sociocultural-interactive Strategies  help learners with communication, sociocultural contexts and identity.

 Meaning of meta:  metalanguage  (from Greek: μετά = "after", "beyond", "with", "adjacent", "self"), is a prefix used in English (and other Greek-owing languages) to indicate a concept which is an abstraction from another concept, used to complete or add to the latter.GreekprefixEnglishabstraction  Metacognition  Metaknowledge  Metastrategies

Taken from Lessons from Good Language Learners, (2008) p100

 Classroom English  Share information  Ask learners to identify their strengths and weaknesses  Tell learners how you see it  Take yourself out of the picture  Be consistent

Scharle & Szabo (2005) Learner autonomy: a guide to developing learner responsibility Carole Griffiths Lessons from Good Language Learners (2008) Rebecca Oxford Teaching and Researching Language Strategies (2011)

 My students are lazy and they never do their homework.  They never remember anything I teach them!  We did the present perfect last week but they got it wrong today.  I tell them to study hard but they don’t care. I’ll have to give them more tests.