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Autonomy, Agency and Identity in Foreign Language Learning and Teaching New edition [Pehme köide]

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  • Formaat: Paperback / softback, 414 pages, kõrgus x laius: 225x150 mm, kaal: 570 g
  • Sari: Linguistic Insights 112
  • Ilmumisaeg: 03-Dec-2013
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-10: 303430370X
  • ISBN-13: 9783034303705
Teised raamatud teemal:
Autonomy, Agency and Identity in Foreign Language Learning and Teaching New editionSuurem pilt
  • Formaat: Paperback / softback, 414 pages, kõrgus x laius: 225x150 mm, kaal: 570 g
  • Sari: Linguistic Insights 112
  • Ilmumisaeg: 03-Dec-2013
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-10: 303430370X
  • ISBN-13: 9783034303705
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783034303705.html
Märksõnad:
This book offers readers a basic grounding in autonomy and related concepts of agency and identity in foreign language education. The ethnographic study explores how autonomy develops within the long-term process of EFL and TEFL learning in a Chinese social and institutional context. Through examining the general characteristics and patterns within the long-term development of autonomy among the students, the enquiry puts under close scrutiny a number of fundamental issues in autonomy research and practice, such as reactive autonomy in relation to proactive autonomy, personal autonomy in relation to learner autonomy, other-control in relation to self-control in the «multi-control model» of autonomy, and also issues of autonomy in the transition from foreign language learning to foreign language teaching. The study presents the more «describable» concepts of identity and agency to investigate the development of autonomy in foreign language learning and teaching and explores their complex interrelationships. The book finally highlights major contributions and limitations of the investigation, and provides implications and suggestions for theory, pedagogy and research.
Conventions used in the book 11(2)
Acknowledgements 13(2)
Prefaces 15(4)
1 Introduction 19(8)
1.1 Overview
19(1)
1.2 Relevance of autonomy to the research context
20(1)
1.3 Significance of the study
21(2)
1.4 Research questions
23(2)
1.5 Organization of the book
25(2)
2 Literature Review 27(52)
2.1 Introduction
27(1)
2.2 Autonomy in second/foreign language education
28(26)
2.2.1 Learner autonomy
28(7)
2.2.2 "Learner readiness" for autonomy and factors influencing autonomy
35(8)
2.2.3 Teacher autonomy
43(3)
2.2.4 Transition from learner to teacher autonomy
46(8)
2.3 Agency
54(8)
2.3.1 Dictionary definition
55(1)
2.3.2 Defining agency in and beyond language education
56(3)
2.3.3 What agency means in the current study
59(1)
2.3.4 Learner agendas
60(2)
2.4 Identity
62(7)
2.4.1 Defining Identity
62(2)
2.4.2 Identity research in the second language context
64(2)
2.4.3 Self-identity construction in the foreign language context
66(3)
2.5 Relationships of agency, identity and autonomy in language education
69(4)
2.5.1 Autonomy and identity entailing agency
70(1)
2.5.2 The navigating role of identity for autonomy
71(2)
2.6 Why agency and identity?
73(3)
2.6.1 General rationale
73(1)
2.6.2 Boundaries between agency and autonomy
74(2)
2.7 Conclusion
76(3)
3 Context and methodology 79(44)
3.1 Introduction
79(1)
3.2 Research context
79(17)
3.2.1 LU and FLS
80(10)
3.2.2 Students
90(1)
3.2.3 Staff
91(1)
3.2.4 Head teachers
92(1)
3.2.5 The four-year BA TEFL curriculum
93(3)
3.3 Interpretative qualitative research
96(3)
3.4 Researcher position, site entry and ethics
99(3)
3.5 Research credibility, reliability and validity
102(4)
3.6 Data collection and analysis
106(17)
3.6.1 Methods and data sources
107(7)
3.6.2 Data summary
114(2)
3.6.3 Data analysis
116(4)
3.6.4 Researcher bias
120(3)
4 Learner experiences and agendas: outlining pathways towards autonomy 123(44)
4.1 Introduction
123(1)
4.2 The first year in university: Loss, confusion, and puzzlement
124(7)
4.3 The second year in university: The unforgettable TEM-4
131(6)
4.4 The third and fourth years in university: Making life choices
137(8)
4.5 The fourth year in university: Struggling through competing priorities
145(11)
4.6
Chapter summary and conclusion
156(11)
4.6.1 Students' experiences and concerns over the four years
156(3)
4.6.2 Dominant themes in EFL and TEFL learning
159(6)
4.6.3 Conclusion: Autonomy development over time
165(2)
5 Learner Perspectives on teacher-student role relationships 167(48)
5.1 Introduction
167(1)
5.2 Teacher roles
168(21)
5.2.1 Teacher care
169(5)
5.2.2 "Teacher in class, but friend after class"
174(3)
5.2.3 Pressure expected from the teacher
177(3)
5.2.4 Teachers' specific, definite guidance and timely help
180(1)
5.2.5 Head teacher
181(3)
5.2.6 "University teachers leave the classroom immediately after class!"
184(3)
5.2.7 Summary and discussion
187(2)
5.3 Student roles
189(13)
5.3.1 Insights from 2002-cohort autobiographies
190(6)
5.3.2 Insights from 2003-cohort learning accounts
196(4)
5.3.3 Summary and discussion
200(2)
5.4 First-year students' views and attitudes towards teacher and learner roles
202(8)
5.4.1 Pressure and structure expected from the teacher
202(2)
5.4.2 "University teachers leave the classroom immediately after class"
204(1)
5.4.3 Head teachers
205(3)
5.4.4 The "self' role: Self-study, self-dependence, and self-initiation
208(1)
5.4.5 Summary and discussion
209(1)
5.5
Chapter summary and conclusion
210(5)
6 Learner perspectives on the university learning environment 215(38)
6.1 Introduction
215(2)
6.2 Teachers
217(15)
6.2.1 Teachers' behaviours and their work attitudes
217(3)
6.2.2 Professional competence and poor teaching
220(3)
6.2.3 Foreign teachers: "Some are here for fun!"
223(3)
6.2.4 Counter perspectives
226(4)
6.2.5 Summary and discussion
230(2)
6.3 Course assessment
232(5)
6.4 Teaching administration
237(13)
6.4.1 Curriculum planning and implementation
237(5)
6.4.2 Authoritarian, non-negotiable and undemocratic administration
242(4)
6.4.3 Unfair practice in teacher resources management
246(2)
6.4.4 Summary and discussion
248(2)
6.5
Chapter summary and conclusion
250(3)
7 TEFL learning: Stories of student teachers' autonomous development 253(46)
7.1 Introduction
253(1)
7.2 EFL and TEFL learning in relation to prospective teacher identity
254(5)
7.3 Extracurricular teaching-learning prior to teaching practicum (TP)
259(6)
7.4 Personalized teaching in TP
265(12)
7.4.1 Teacher image
265(2)
7.4.2 Teacher-pupil role relationships
267(4)
7.4.3 Goals, theories and approaches
271(5)
7.4.4 Summary and discussion
276(1)
7.5 Achievement, satisfaction, responsibility, confidence and authority in TP
277(7)
7.5.1 Meaningful, unforgettable TP
277(1)
7.5.2 Achievements and enhanced confidence and sense of authority
278(3)
7.5.3 Career orientation after TP: Promoted willingness to become a teacher
281(3)
7.5.4 Summary and discussion
284(1)
7.6 Impact of previous EFL educational experiences on teaching
284(6)
7.6.1 Previous learning pathways and experiences of being taught
285(2)
7.6.2 Efforts to avoid bad teaching and the resulting tension
287(3)
7.6.3 Summary and discussion
290(1)
7.7
Chapter summary and conclusion
290(9)
7.7.1 Extracurricular and curriculum-based teaching-learning
291(2)
7.7.2 Interaction between EFL learning and TEFL learning
293(1)
7.7.3 Bringing together concepts: Autonomy, identity, and agency
294(3)
7.7.4 Concluding remarks
297(2)
8 Overall discussion 299(34)
8.1 Introduction
299(2)
8.2 Contextual, socio-psychological influences and learner readiness
301(11)
8.2.1 Bringing together factors influencing autonomy
301(5)
8.2.2 Learner readiness vs. teacher and institutional readiness for autonomy
306(4)
8.2.3 Summary: Autonomy and context
310(2)
8.3 Long-term development of autonomy: Characteristics and emerging insights
312(13)
8.3.1 Shared characteristics
314(4)
8.3.2 Emerging insights and theoretical assumptions
318(7)
8.4 Relationships among agency, identity and autonomy
325(5)
8.5 Summary
330(3)
9 Contributions, recommendations and conclusions 333(16)
9.1 Introduction
333(1)
9.2 Contributions
333(4)
9.2.1 An explanatory framework for the long-term development of autonomy
333(2)
9.2.2 The role of identity and agency in the long-term development of autonomy
335(1)
9.2.3 Control as a key construct in understanding autonomy in the long term
336(1)
9.2.4 Learner perspectives
337(1)
9.3 Limitations
337(3)
9.4 Directions for future research
340(1)
9.5 Recommendations
341(5)
9.6 Conclusion
346(3)
References 349(22)
Appendices 371(28)
Appendix 1 Interviews in Fieldwork Trips (FTs) 1-5
371(11)
FT 3: 19 June-8 July 2006
374(4)
FT 4: 23 December 2006-2 January 2007
378(2)
FT 5: 4 June-16 July 2007
380(2)
Appendix 2 Interview guides, prompts and notes
382(10)
Appendix 2a Piloting interviews with students and teachers
382(5)
Appendix 2b Interviews with 2005-cohort, first-year students
387(1)
Appendix 2c BAGP interviews with 2002-cohort, fourth-year students
388(1)
Appendix 2d "Leave-university" interviews with 2002-cohort, fourth-year students
389(2)
Appendix 2e Interviews with 2003-cohort, third-year students
391(1)
Appendix 3 Data related to the four sub-groups of research participants
392(7)
Data related to 2002-cohort, fourth-year students
392(2)
Data related to 2003-cohort students (throughout third and fourth years)
394(1)
Data related to 2005-cohort, first-year students
395(1)
Data related to teachers
396(3)
Index 399
Jing Huang received his PhD in Applied Linguistics from the University of Hong Kong. He is an assistant professor in the Department of Education Studies at Hong Kong Baptist University. His research is in learner and teacher autonomy, TESOL teacher education, language learning autobiographies, and identity in foreign language learning.