Learners as Researchers of their Own Language Learning: Examples from an Autonomy Classroom
Learners as Researchers of their Own Language Learning: Examples from an Autonomy Classroom
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学习者作为自己语言学习的研究者：自主课堂的例子
DOI：
10.37237/090303
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发表时间：
2018
影响因子：
0.8
通讯作者：
Leni Dam
中科院分区：
文献类型：
--
作者：
Leni Dam
过去，学习者经常作为合作研究者参与研究项目，例如，为研究人员和教师提供数据。本文描述了如何系统地支持学习者在自主课堂中成为自己语言学习的研究者。在这样做的时候，工作/研究周期之间的相似性时，发展语言学习者的自主性和支持学习者成为自己的语言学习的研究者的例子。此外，有用的和必要的工具和预处理的两个平行的过程中的问题，指出和说明。本文通过两个初学者参与研究的例子和一个中级水平的学生参与一个完整的研究周期的例子，得出结论：学习者在研究自己的语言学习的同时，也在发展自己的自主性。作为一个必然的结果，教师的角色从一个行动研究者转变为合作研究者在自主课堂。
Learners have in the past quite often been involved in research projects as co-researchers, and have, for example, provided researchers and teachers with data. This paper describes how learners can be systematically supported in becoming researchers of their own language learning in an autonomy classroom. In doing so, the similarities between the work/research cycles involved when developing language learner autonomy and when supporting learners in becoming researchers of their own language learning are exemplified. Furthermore, useful and necessary tools and pre-requisites for the two parallel processes in question are pointed out and illustrated. After two examples with learners as co-researchers at beginners’ level and one example of a complete research cycle from one student at intermediate level, the paper concludes that a learner developing his or her autonomy is at the same time researching his or her own language learning. As a corollary the teacher’s role changes from an action researcher to a co-researcher in the autonomy classroom.