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This blog has its purpose to show some articles about Autonomy and its importance in general on the student’s academic life. Being autonomous is key in the student’s own development and understanding of his/her abilities and best way to learn. Bellow, there are some articles dealing with this topic taking different points of view into consideration and exploring its importance as well as some suggestions on how to be autonomous.

BECOMING AN AUTONOMOUS LEARNER

Larissa Acherman Ambrosio

Abstract

Learning a second language is a difficult task, especially when one chooses to learn on their own. To accomplish this type of learning process one must keep in mind the difficulties he/she will face, and the self discipline and self management he/she must have. There are many obstacles one needs to overcome when choosing this kind of method, but there are many benefits and the end result can be rewarding,

Becoming an autonomous learner

When learning a second language, a person has a relatively limited knowledge of it, meaning they know very little or nothing of the language they are trying to learn. As a result, learners must put in time, dedication, and effort. This is especially true if one decides to be an autonomous learner. Some believe independent learning to be more practical and that it allows more freedom. Moreover, with today’s technology and recourses it has become quite easy to learn a second language without the help of basically anyone. However, to accomplish the goal of autonomous learning, the person should know the benefits and inconveniences of this kind of method and some guidelines he/she should follow.

One of the benefits of being an autonomous learner is the independence one has over choosing when and how to learn a certain language.  The student choses his/her own pace, and decides when to start learning. The autonomous learner is not obligated to follow any timeline or material. However, the learner must have discipline. One must explicitly accept the responsibility for his/her learning, and take initiative in planning and executing learning activities. Since there is no one to assist in the learning process, one must be aware that time must be invested and also understand the purpose of the learning process.

Another benefit is that a person that is being self taught has the ability to learn according to his/her needs. Since the desire to learn comes from a personal need, the learning process becomes more efficient and effective. Generally when someone learns something because they want to, and not because they are forced, they have a tendency of better absorbing the information. However, the learner must bear in mind that to properly learn a language the focus cannot only be given to what is interesting, but also to the other parts of the language.

A quality of being an independent student is the feeling of self reliability and self accomplishment. As the learners begin to understand the language, they begin to feel a sense of satisfaction and fulfillment, and therefore become more and more motivated to continue studying. The downfall is that not many learners have the patience to see these results and give up before ever really trying. Some do not know how to monitor and evaluate themselves, so it may seem as if they haven’t accomplished much. Autonomous learners have to basically “fend for themselves”, and if they do not have the proper commitment the process can be very tiring and frustrating.

Autonomous learners have the benefit of exposing themselves to different types of material and the amount of input they receive. They are free to decide what material to use and how to use that in their benefit. Also, since there are no teachers, the students may expose themselves to different types of accents, pronunciations, and cultures until they find one their comfortable with. Nevertheless, this could be a problem if the student finds himself/herself having doubts because of the different types of information. It is never easy to know what is reliable and what isn’t, and the autonomous learners generally talk to are other learners that may have the same doubts. 

Autonomous learners have a lot to deal with in the process of learning a new language, but it is not an impossible task. All one needs is strategy, insight, a positive attitude and capacity for reflection. A learner has to be disciplined and proactive, and really make an effort to adapt to this new way of learning. 

References:

http://www.scribd.com/doc/37291590/Autonomous-Learning-Laura-Moros

http://www.antimoon.com/forum/t10741.htm

http://catdir.loc.gov/catdir/samples/cam031/89009770.pdf

TIPS FOR GETTING STARTED

Larissa Acherman Ambrosio

Each autonomous learner searches for methods that he or she will adapt easily to. Bellow are some opinions from actual autonomous learners and their tips on how to learn a second language independently, taken from a forum on a website.

Johnny:

“I've been learning it all by myself, no teachers, no classes at all, just me and my pc. I'm still learning. Nowadays, if you have a good connection to the internet, there are so many resources online and available in the form of books and CDs that most learners could well do without any teachers.
Grammar books and other material provided the basics;
Monolingual dictionaries for learners (Oxford, Longman, etc.) provide meanings, examples and usage;
The internet provides all the material for practicing whatever you want, reading, listening (youtube, radios, etc.), etc. Internet forums provide interaction with native speakers and make it possible to ask questions and get different answers.

The worst part is getting started. It's easy to give up and take the wrong approach. It's really stressful... Until you reach a certain level and you realize you are starting to enjoy English for real. Then you can say "I almost have the power" :-)”

Skippy

“Learning alone is fine if you can sit down, focus, and do it. Those of us for whom that is a problem usually just end up taking classes...”

Shine_core:

“Learning English alone at home...Not attending a typical English class, is okey...Since it gives you time to concentrate and focus no distractions, as long as you have a good internet connection and a reliable resources on line. But I also believe that once in a while we need interaction from our fellow English learners, since you need to practice and put into action what you've learned... And lastly I suggest that in studying English we need to improve our listening ability too, try dropping by this site its unique flamingos teaching English to young ones and adults...This is a good way too in improving students English skills...”

Abdullah:

“According to what we mentioned above, you must do the following :

1- Read some passages about English language.
2- Highlight the new vocabulary.
3- Translate that new vocabulary by using your favorite dictionary.
4- Write every vocabulary definition up of each of witch.
5- Read the passage again after translation for more than one time
6- Try to using the new vocabulary you have gained them in new context from your industry.
7- [[Communicate]] with others (like chat) by opening and speaking about any topics and subjects which contains on that vocabulary you gained them.”

Refrence:

http://www.antimoon.com/forum/t10741.htm

STUDENTS’ AUTONOMY: THE DIGITAL LEARNERS / “E-LEARNERS” FACING A FOREIGN LANGUAGE

Nathalia O. M. BONATO

Communication in various types on the internet, amounts of different information from everywhere, and so on. This is the profile of this kind of resource into the contemporary society and it has been one of the most important resources used by non-native English speakers, in this case, Brazilians, to learn the language by themselves.

According to Holec’s (1981) definition, autonomy is “the ability to take charge of one’s own learning” (Holec, 1981 apud Collins 2008:531). Also, it is important to bring up that “In Holec’s view, autonomy is then a result of critical reflection and the capacity to make conscious decisions about one’s learning.” (Collins, 2008:531). In contrast with Holec’s definition, Little (1991) has a more psychological point of view about it

a capacity for detachment, critical reflection, decision-making, and independent

action. It pressuposes, but also entails, that the learner will develop a particular

kind of psychological relation to the process and content of his learning. The capacity

for autonomy will be displayed both in the way the learner learns and in the way he

or she transfers what has been learned to wider contexts (Little 1991:4 apud Magno e Silva 2008:473).

Now, going into the reasons to be a digital learner or an “e-learner”, the low cost of it could be the protagonist to be one, especially in case of Brazil, where the majority of people has no financial conditions for paying monthly an English course. The other one is that, learning through internet can be more attractive and even more interactive than in a classic classroom. People who have difficulties to express their English can overcome this by chatting with foreign friends. Administering the time is other point considered positive to this kind of learner. Such points are substantially represented on Reeve’s (2005) purposed schemes.

The web could be taken as an interesting and rich place to study languages in general. They go from the slangs to the formal style and it is an important enhancement for the learning. On the internet, there are several medias that could have a positive interference on the formation of a new speaker. However, as pointed out in Collins’ (2008) essay, an indirect social contact could not develop the capacity to critical views and reflections (apud Benson 2001).

The advantages of being an “e-learner” are many, but the negative aspects might break the process. The social aspect is the main one. A person that is in a learning process has to be in touch with other people to contextualize what he/she has been learned through the web. Otherwise, it will not make sense. It is important to keep both resources together and have people that can help in a professional way, being on the web or personally, but doing that in order to stimulate the “autonomous outcome of the student.” (Magno e Silva 2004:474).

 Besides all this, the most important thing to highlight is that there is no learning without a truth self engagement and motivation: “The behavioral intensity, emotional quality, and personal investment of a student’s active involvement during a learning activity.” (Reeve 2005:39).

REFERENCES

COLLINS, Heloisa. Distance learning, autonomy development and language: discussing possible connections. DELTA,  São Paulo,  v. 24,  n. spe,   2008 .

SILVA, Walkyria Magno e. A model for the enhancement of autonomy. DELTA,  São Paulo,  v. 24,  n. spe,   2008 .

REEVE, Johnmarshall How Teachers Can Promote Students’Autonomy During Instruction:Lessons from a Decade of Research, 2005, Iowa Educational Research and Evaluation Association, Annual Conference

SELF STUDYING AND AUTONOMY

                                                                   

                                                                                                Najla Zahara de Castro

 To define the conceptions of  autonomy and self studying is important to be aware of  the contradictions and problems related to the subject., which evokes doubts about the effectiveness and quality of  learning. With the technology’s advance and development of internet sources, it become easier to students in many areas 

(specifically languages) to improve and increase their knowledge . But in what circumstances this kind of learning can be helpful or confuse to the learner? What has to be taken in consideration to the student to take advantage of this kind of learning?

  According to Heloisa Collins, “For many researchers in the field, autonomy is about the learner deciding what, how and when to learn”. Based on her affirmative, we can suppose that the learner is able to lead himself in studying. But the learning quality depends on many things such as the student volition, good materials, and the most important: organization. When the student is engaged with the language is much easier to him to absorb the knowledge and put it in practice. Then, it becomes a pleasure to the learner, specially if he has been exposed to the language. In a “virtual context”, in which computers became the most used learning tool, we find a lot of websites focused on learning which has exercises, learning videos, blogs, forums that can be helpful to the learner to practice, which is essential on learning a new language.

   A problem related to autonomy is the straight association to isolation. Holec’s  definition of autonomy is: “the capacity of taking charge of  one’s own learning” (1981:3). Taking his assertion on consideration, we can interpret that the student has to have a kind of “ self- criticism”, and he has to evaluate his own knowledge. It doesn’t mean that all students are able to be autonomous, which concern organization, control and discipline. Little (1991) says that autonomy is “a capacity for detachment, critical reflection, decision making and independent action[…] The capacity for autonomy will be displayed both in the way the learner learns and in the way he or she transfers what has been learned to wider contexts (1991:4).

 Teacher’s role in the student life is basically to give support and leads him to acquire the language (in this case English), with grammar’s notions, theoretical basis etc. But actually all students has to be a little autonomous. They have to complement  what they have learnt in classes, and being autonomous in this case can  make all the difference in the student acquisition of the language.

 The principal aspect on learning a language is the fact that the learner has to practice it. In some cases, the autonomous student doesn’t interact with others, being limited just to reading, not put in practice what he has learnt. Otherwise there are some who knows how to deal with autonomous learning, interacting with other students, improving and fixing their knowledge and exchange opinions and ideas, even helping other students in the same situation.

 For contemporary students, there are many good resources on learning English. Is difficult to find schools which doesn’t have available computers, even in public schools. Out of “virtual conceptions”, there are some libraries that have English magazines, books, grammars, which can be also helpful to learners. Because of the huge influence of  USA culture in Brazilians’ behavior and life, is easier to have contact with their language such as in films, songs, what is  a form  to apply  the language and interact with those who are also learning.

To conclude, self- studying is essential to a good performance, in order to improve and enlarge the knowledge on English. It depends on the student volition , endeavor, commitment, what makes all the difference. Is just a matter of organization and self criticism; the student have to know if  the materials used are enough to his learning. Otherwise it becomes a waste of time, and the student will lost his interest on the language.

           

References:

MAGNO E SILVA, Walkyria. A model for the enancement of autonomy.

COLLINS, Heloisa, Distance Learning ,autonmy development and language discussing possible conections.

LITTLE, David, learner autonomy and second/foreign  language learning.(www.llas.ac.uk/resources/gpg/1409). Accessed in 13/10/2010.

AUTONOMY: A KEY FEATURE IN LEARNING A FOREIGN LANGUAGE

Bernardo Ferrara B. Aparecido

Abstract: This article talks a little bit about some theoretical views on the importance of being autonomous and suggests as well some responsible parts in this process of learning how to deal with autonomy. It takes into consideration the reality for Brazilian students basing on MAGNO E SILVA experiences with Brazilian undergraduate students.

When it comes to a second language acquisition, some students find it easier than others. Bringing this reality to the context of undergraduate students and taking into account the Brazilian reality in which not all of them could attend a private language course after school to study a foreign language, for some, the classes they attend at the University is the only real contact they have with learning a foreign language. Some manage to succeed with this little contact as others, unfortunately, do not. This fact opens gaps not only between the students as well as between the future professionals they are to become. At the end of their degree, these students will have graduated and will have set themselves at the market as being the next generation of teachers at elementary and secondary schools in Brazil. Whether they have succeeded or not will directly affect the quality of their teaching and classes and will be the key in determining whether their students will be interested in their classes as well as it will be fundamental for them to be employed or keep their jobs too. This article summarizes the ideas of some previous studies done on autonomy and tries to raise awareness on the importance of being autonomous and by looking for other sources of learning and studying.

            It is clear that those who start their undergraduate studies with a higher level of proficiency in the language they are seeking their major on languages will be able to reach beyond and develop more than the ones with lower proficiency level. What a student does outside the class is key in determining whether s/he will be able to achieve more or less in his/her studies. Therefore, passivity should be left aside and the teachers should encourage their students to look for and use other learning tools and alternatives. One of the tools a student can use is the internet. Nowadays there are a lot of websites developed for this purpose; to help students who are learning a language. On the internet one can access a wide variety of videos, songs, texts, exercises to help him/her to develop that ability s/he thinks it is necessary to be worked on. Grammar books and dictionary are also tools of great importance when being autonomous. Sometimes grammar books and dictionary can be rather confusing, so being able to use them correctly helps a lot to improve one’s knowledge as they are also a great source of information; just by flipping through a dictionary, one can learn something new every time about a language.

            Autonomy is defined by many authors in similar ways but with very little differences. Holec says that “autonomy is the capacity of taking charge of one’s own learning” (1981:3 apud Magno e Silva, 2008). Taking Holec’s definition into consideration, the teachers are not the only one responsible for the students’ learning processes but also the students, themselves, should take control of their own learning and find solutions and sources to their own development. Little defines autonomy as being “a capacity for detachment, critical reflection, decision-making, and independent action” (1991 apud Magno e Silva, 2008). Understanding and being aware of one’s own personal way of learning will surely alter the result of learning; the more one knows which way is the best one for him/her to study and learn, the better one will learn and take that knowledge into new and wider contexts and also be able to establish bridges and links between one aspect of the language to another.

            Being aware of how one study is fundamental for the student to succeed on his/her studies. Scharle & Szabó (2000 apud Magno e Silva, 2008) say that awareness is the first desirable state to be achieved by the student. One’s learning style is, as defined by Reid (1998 apud Magno e Silva, 2008), “internally based characteristics, often nor perceived or consciously used by learners, for the intake and comprehension of new information”. Sometimes the teaching style or the emphasis given in class is different from the students own way of learning, making them uninterested and demotivated as well. “In foreign language classes, students with introverted personality types, too reflexive, ambiguity intolerant, or even too kinesthetic suffer from classes which can be crashing with their preferred ways of learning” (MAGNO E SILVA, 2008). When this happens it is up to the students to find a different source to fill in the gaps created by their needs and it is also the teacher’s responsibility to supply other sources and ways to help students thrive in their learning process. There has got to be an open dialogue between teachers and students in which they can debate and establish links of mutual help.

            Nowadays it is possible for a lot of the students to go online and look for useful websites which will give emphasis in their own way of learning. Learning strategies can be seen as ways which the students use to make learning more meaningful, enjoyable and faster. After reflecting on one’s best way of learning, when finding the right tool, the subject which is being learnt is then seen as something more practical and meaningful, therefore, making it easier for the student to better grasp that aspect and reproduce it and establish links between that aspect of the language with others. When done so, not only will the student make better use of his/her time, the learning process itself becomes more interesting and more appealing to student’s needs, making it also more successful. How many times have students used songs as memory aids? This fact connects one thing that people are usually fond of – music – to the aspect of the subject being taught. Of course it is not always possible to create a song for every single thing, but many times, by memorizing the lyrics of it, one consolidates that knowledge.

            In conclusion autonomy is key when studying. It is a process that should begin by a critical analysis of one’s own learning process so that later, that student can set his/her goals and find the necessary sources to go after them. When all of these things have been carefully analyzed and thought about the whole process of learning a foreign language is made easier, more relaxing, more pleasant and, more important, more meaningful.

REFERENCES

MAGNO E SILVA, Walkyria, 2008. A model for the enancement of autonomy. D.E.L.T.A, 24:esp, p.469-492.

HOLEC, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.

LITTLE, D. 1991. Autonomy: Definitions, Issues and Problems. Dublin: Authentik.

REID, J.1998. Understanding Learning Styles in the Second Language Classroom. New York: Prentice Hall Regents.

SCHARLE, Á & SZABÓ, A. 2000. Learner Autonomy: a guide to developing learner responsibility. Cambridge: Cambridge.