Titlebook: Assessment and Autonomy in Language Learning; Carol J. Everhard (Independent Researcher),Linda M Book 2015 Palgrave Macmillan, a division

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無力更進(jìn)

The Assessment-Autonomy Relationship,depth during the past few decades. It is therefore striking that the relationship between assessment and autonomy in language learning, which so clearly warrants rigorous investigation regarding the influences of the one on the other and the resultant implications and ramifications, remains relative

BROW

Measuring Language Learner Autonomy: Problems and Possibilities,ere is evidence of increasing interest and attention being paid to the notion of assessing learner autonomy. This seems reasonable, as while engaging in the practices of promoting students’ autonomy, teachers would naturally wish to be able to show the development of their students’ autonomy as a re

Decrepit

Assessing Learner Autonomy: A Dynamic Model, questions include how LA can be described in terms of observable behaviours and/or in terms of understandable criteria in different learning contexts, also whether stages of LA development can be defined, whether such a progression can shed light on how to foster LA, and, finally, whether there is

Mosaic

Assessment as Learner Autonomy,ys which benefit the life of the learner over and above language proficiency. In the words of Little (1991, p. 8), learner autonomy is about ‘the desire to remove the barriers between learning and living’. This view sees language learner autonomy to be about the development of the individual as much

Nucleate

Investigating Peer- and Self-Assessment of Oral Skills as Stepping-Stones to Autonomy in EFL Higherories of Harris and Bell (1990), it was postulated that the greater the degree of involvement of the ‘self’ in the assessment process, the greater the degree of autonomy that can be enjoyed and exercised by learners. This chapter describes the oral skills assessment component of a larger research pr

進(jìn)取心

眉毛

Epilogue,contexts. The authors explore the extent to which different approaches to assessment in language learning promote autonomy, and investigate ‘ways in which the presence or practice of autonomy in language learning might be identified and measured’ (Everhard & Murphy, Introduction). The chapters repor

Hyperopia

Habituate

https://doi.org/10.1007/978-1-349-03455-0to reflect critically and make decisions about their learning. These debates include questions about whether autonomy is a capacity or an innate characteristic, exercised individually or collaboratively, and how it may best be developed in language education.