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Date Posted: 15:50:13 10/15/05 Sat
Author: Mariléia Xavier
Subject: Re: Final Draft - Autonomy in Second Language Acquisition
In reply to: Eduardo Miguel 's message, "Final Draft - Autonomy in Second Language Acquisition" on 12:45:32 10/15/05 Sat

>Autonomy is an important factor that influence Second
>Language Aquisition. In general it can be described as
>a deliberate capacity which people have to take more
>control over their own lives. In Second Language
>Acquisition(A) is the conscious learners´ control over
>the process, his/her intention for which they learn a
>second language and what he/she does to acquire it
>better.
>Autonomy can also be described as a faculty to take
>more responsibility for our own learning process. From
>this point of view, autonomy involves abilities,
>attitudes and motivation that people must have, or can
>develop according to their needs.
>There are different points of view about autonomy in
>Second Language acquistion. These differences explain
>why it is so hard to state the exact meaning of
>autonomy in this process. The most common prospect in
>the literature is one from Holec (1981, apud Maláter,
>2002,(C)) who defines autonomy as “the ability to take
>charge of one’s own learning”. According to Dickinson
>(1994), “autonomy in language learning is essentially
>a matter of attitude to learning” (p. 4). Autonomy
>has become an important concept since the appearance
>of the communicative approach, which advocates more
>responsibility for the learner as well as changes in
>teachers’ role (Larsen-Freeman, 1986 apud) . A good
>language learner have (B) to be autonomous (C). Thus, all the
>studies have their importance in the language
>education. Melo, 2000, p. 29), who are not at the
>center of the language learning process anymore (E). The
>communicative approach gives less emphasis on teaching
>and more emphasis on providing the student with
>opportunities to recognize what makes sense to (F) his/her
>life, his/her reality and his/her future (Almeida
>Filho, 1993, p. 42).
>Students come from different backgrounds and have
>different needs and goals. With second language
>learners, factors such as motivation, attitude, and
>the level of teacher support can strongly affect the
>desire and ability to learn a second language.
>According to Deci and Ryan (1985), intrinsic
>motivation is related to basic human needs for
>competence and autonomy.
>Autonomy is also related to individuality and
>independence. However, the autonomous process does not
>mean learner isolation or no role for the teacher.
>Much to the contrary, because we are social beings and
>language is social, the classroom has an important
>role in the autonomous process. It is the place where
>the teacher and the students share their knowledge. It
>is important to mention that the teacher has an
>essential role in the autonomous language learning,
>because he/she is responsible (G) for teaching the
>learners how to be autonomous, how to find their own
>way for learning a foreign language. The teacher must
>give opportunities for his/her students to learn on
>their own, once the teacher is not the center of the
>language learning process. However, sometimes when
>dealing with students’ autonomy, teachers tend to hold
>the belief that their “power” is threatened. This is
>not true, since his/her “power” is an illusion. In my
>opinion, the learning of a foreign language lies
>mainly in the students' hands. Thus, the teacher
>cannot be the center, once he/she does not have the
>“power” to teach a foreign language. However, it is
>important to keep in mind that the teacher has an
>essential role in the language learning process, once
>students’ autonomy means effective learning with the
>teacher’s assistance.
>when the teacher gives the opportunity for his/her
>students to become autonomous he/she is giving them
>the opportunity to make their own choices. Each
>student must have attitude to find out what is his/her
>best way of learning, what are the best learning
>strategies that he/she should use and how much effort
>he/she should employ in order to learn the target
>language. The student will become autonomous when
>he/she feels that he/she is responsible (G) for his/her
>own learning.
>In conclusion, it is important to point out that the
>autonomy have (H) a tremendous impact on second language
>learning. The development of autonomy in the language
>learning process is a value aim that teachers and
>students must share. The learners must be aware that
>they are responsible (G) for their own learning and the
>teachers have to try to help the learners to develop
>their autonomy. But even if learner autonomy is
>amenable to educational interventions, it should be
>recognised that it 'takes a long time to develop, and
>simply removing the barriers to a person's ability to
>think and behave in certain ways may not allow him or
>her to break away from old habits or old ways of
>thinking' (Candy, 1991: 124).
>
>REFERENCE LIST
>
>ALMEIDA FILHO, J. C. P. (1993) Dimensões comunicativas
>no ensino de línguas. Campinas: Pontes.
>
>BENSON, P. & VOLLER, P. (1997) Introduction: autonomy
>and independence in language learning. In: BENSON, P.
>& VOLLER, P. (eds.). In: Autonomy and independence in
>language learning. (pp. 1-12) London: Longman.
>
>DICKINSON, L. (1994) Learner autonomy: what, why and
>how? In: LEFFA, V. J. (ed.) Autonomy in Language
>Learning. (pp. 2-12) Porto Alegre: Editora da
>Universidade / UFRGS.
>
>LITTLE, D. (1995) Learning as dialogue: the dependence
>of learner autonomy on teacher autonomy. In: System,
>vol. 23, n. 2. pp. 175-181. Oxford: Pergamon Press.
>
>MALÁTER, L. S. de O. (2002) (em preparação) Questões
>de autonomia na formação de professores de língua
>estrangeira: afinal, quem somos? Submetido para
>publicação referente ao FILE II. Pelotas: UCPel.

Eduardo, you´ve done a great job. My comments are:
The corrections are in CAPITAL letter.
A) in second language acquisition IT is.
B)a good language learner HAS to...
C)Erase the comma(,)
D)Avoid too short statements.I think you can erase this one.
E)Could you check this part? It is confused. "All the studies have their importance"(?). Is there a paranthese before MELO? "who are not at the center of the language"(?)WHO refers to whom? What do you think about rewriting this part?
F) It is not necessary to repeat his/her. You could write them just once.HIS/HER life,reality and future.
G)You have written responsible 3 times. It is RESPONSABLE.
H)the autonomy HAS.

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Replies:

  • Re: Final Draft - Autonomy in Second Language Acquisition -- Jane Queiroz, 09:34:11 10/16/05 Sun
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