Chapter 9: The Implementation of Aspects of Learner Autonomy in Technical English Courses. By Gerhild Janser-Munro and Tanja Psonder
Abstract
This article reports on two best practice examples which incorporate principles of learner autonomy into two different technical courses in tertiary education. These principles include encouraging active learner involvement, self-reflection and peer evaluation as well as target language use and a focus on individual learning styles. The approach applied has been developed based on real experiences from teaching the General English and Technical English courses as part of the Information Management and Construction Design and Economics Bachelor Degree programmes at the FH Joanneum University of Applied Sciences. The goal of this approach is to move away from frontal teaching and to let students develop their own learning materials, experience the social dimension of peer evaluation and become aware of the importance of addressing the needs of different learner types. Thus, students develop their individual autonomy and at the same time integrate their field-related knowledge with a foreign language.
Citation (APA 7)
Janser-Munro, G., & Psonder, T. (2019). The implementation of aspects of learner autonomy in technical English courses. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 170-178). Candlin & Mynard. https://doi.org/10.47908/9/9 (Original work published 2013)
This article reports on two best practice examples which incorporate principles of learner autonomy into two different technical courses in tertiary education. These principles include encouraging active learner involvement, self-reflection and peer evaluation as well as target language use and a focus on individual learning styles. The approach applied has been developed based on real experiences from teaching the General English and Technical English courses as part of the Information Management and Construction Design and Economics Bachelor Degree programmes at the FH Joanneum University of Applied Sciences. The goal of this approach is to move away from frontal teaching and to let students develop their own learning materials, experience the social dimension of peer evaluation and become aware of the importance of addressing the needs of different learner types. Thus, students develop their individual autonomy and at the same time integrate their field-related knowledge with a foreign language.
Citation (APA 7)
Janser-Munro, G., & Psonder, T. (2019). The implementation of aspects of learner autonomy in technical English courses. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 170-178). Candlin & Mynard. https://doi.org/10.47908/9/9 (Original work published 2013)
Information About the Book
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...