Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere

Nonfiction, Entertainment, Drama, Anthologies
Cover of the book Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere by Hülya Atasoyi, GRIN Verlag
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Hülya Atasoyi ISBN: 9783668119758
Publisher: GRIN Verlag Publication: January 4, 2016
Imprint: GRIN Verlag Language: English
Author: Hülya Atasoyi
ISBN: 9783668119758
Publisher: GRIN Verlag
Publication: January 4, 2016
Imprint: GRIN Verlag
Language: English

Seminar paper from the year 2014 in the subject English Language and Literature Studies - Other, grade: 2.0, University of Duisburg-Essen (Anglophone Studies), course: Learner Autonomy in Practice, language: English, abstract: This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question 'how to teach' (Brown 1994: 51) in a classroom has to be considered. First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term 'learner autonomy' will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above. After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher's role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called 'Great Books to Read', methods and strategies as well ...

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Seminar paper from the year 2014 in the subject English Language and Literature Studies - Other, grade: 2.0, University of Duisburg-Essen (Anglophone Studies), course: Learner Autonomy in Practice, language: English, abstract: This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question 'how to teach' (Brown 1994: 51) in a classroom has to be considered. First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term 'learner autonomy' will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above. After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher's role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called 'Great Books to Read', methods and strategies as well ...

More books from GRIN Verlag

Cover of the book Der Blick und das Schamgefühl in Jean-Paul Sartres Werk 'Das Sein und das Nichts' by Hülya Atasoyi
Cover of the book Bernhard Schlinks 'Der Vorleser' im Zentrum der Projektarbeit by Hülya Atasoyi
Cover of the book Staatsbürgerkunde - ein Unterrichtsfach im Spiegel des Bildungssystems der DDR by Hülya Atasoyi
Cover of the book Unterrichtsgestaltung mit Cornelia Funkes 'Herr der Diebe' by Hülya Atasoyi
Cover of the book Formale Angebotsprüfung und Ausschluss von Angeboten (§§ 25 Nr. 1 VOB/A, VOL/A) by Hülya Atasoyi
Cover of the book Die Symbole der Europäischen Union by Hülya Atasoyi
Cover of the book Schülervorstellungen zur Geschichte by Hülya Atasoyi
Cover of the book Kants Pflichtbeispiele in der Grundlegung zur Metaphysik der Sitten by Hülya Atasoyi
Cover of the book Charles Darwin und Religiosität? by Hülya Atasoyi
Cover of the book Feminismus im Islam - Fatema Mernissi und Nawal El-Saadawi im Vergleich by Hülya Atasoyi
Cover of the book Die Entstehung der Oder-Neiße-Linie in den Verhandlungen der 'Großen Drei' by Hülya Atasoyi
Cover of the book Evaluation der Evaluation von Train-the-Trainer-e-Learning-Seminaren auf der Basis der Operativen Lerntheorie am Beispiel des Kurses [e-Moderationskurs] by Hülya Atasoyi
Cover of the book Geschlechtsunterschiede in der Persönlichkeitspsychologie by Hülya Atasoyi
Cover of the book Filmanalyse 'Gone with the Wind' by Hülya Atasoyi
Cover of the book Die Wasserversorgung in Kalifornien - Entwicklung, Probleme und Perspektiven by Hülya Atasoyi
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy