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Establishing Self-Access: From Theory to Practice [Hardback]

(The University of Hong Kong),
  • Formāts: Hardback, 292 pages, height x width x depth: 237x157x24 mm, weight: 580 g, Worked examples or Exercises; 20 Printed music items
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 11-Mar-1999
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521584825
  • ISBN-13: 9780521584821
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 74,21 €
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Establishing Self-Access: From Theory to PracticePalielināt
  • Formāts: Hardback, 292 pages, height x width x depth: 237x157x24 mm, weight: 580 g, Worked examples or Exercises; 20 Printed music items
  • Sērija : Cambridge Language Teaching Library
  • Izdošanas datums: 11-Mar-1999
  • Izdevniecība: Cambridge University Press
  • ISBN-10: 0521584825
  • ISBN-13: 9780521584821
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780521584821.html
Keywords:
Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.

This book examines establishing, maintaining and developing self-access language learning.

Recenzijas

'This book intends to cover "central issues in language teaching and learning." This one certainly makes good the promise – it covers the issue of self-access language learning thoroughly, provides a lot of useful checklists and tables, and is a goldmine of cross-references.' VVLE Newsletter, Belgium

Papildus informācija

This book examines establishing, maintaining and developing self-access language learning.
List of figures
x
List of tables
xii
Acknowledgements xv
Introduction 1(4)
PART I THEORETICAL PERSPECTIVES 5(78)
Background to self-access language learning
5(32)
Introduction
5(1)
Definitions
5(3)
Elements of self-access
8(3)
Issues in establishing self-access
11(9)
SALL environments
20(1)
Justifying SALL
20(11)
The costs of SALL
31(3)
Summary
34(1)
Tasks
35(1)
For discussion
36(1)
Learners' and teachers' beliefs and attitudes about language learning
37(14)
Introduction
37(1)
Learners' beliefs about language learning
37(1)
Teachers' beliefs about language learning
38(2)
Differences between learners' and teachers' beliefs about language learning
40(2)
Cultural influences
42(1)
Preparing learners for self-access language learning
43(1)
Preparing teachers for self-access language learning
43(4)
Learners' and teachers' beliefs about self-access language learning
47(2)
Summary
49(1)
Tasks
50(1)
For discussion
50(1)
A typology of self-access
51(14)
Introduction
51(1)
Types of self-access facilities
52(5)
Learner support structures
57(1)
A self-access typology
57(1)
Self-access system flexibility
58(6)
Summary
64(1)
Tasks
64(1)
For discussion
64(1)
Management of self-access facilities
65(18)
Introduction
65(1)
Defining management
66(3)
Approaches to management
69(2)
Managing a self-access centre
71(6)
Managing classroom self-access
77(1)
Involving learners
77(1)
Training managers
78(2)
Evaluation
80(2)
Summary
82(1)
Tasks
82(1)
For discussion
82(1)
PART 2 PRACTICAL PERSPECTIVES 83(158)
Learner profiles
83(13)
Introduction
83(1)
A definition of a learner profile
84(1)
The goals of using learner profiles
84(2)
The benefits to learners
86(1)
The benefits to teachers
87(1)
What a learner profile looks like
88(1)
Constructing learner profiles
88(5)
Updating profiles
93(1)
Access to information
94(1)
Summary
94(1)
Tasks
95(1)
For discussion
95(1)
Materials for self-access language learning
96(27)
Introduction
96(1)
Published language-learning materials
97(4)
Authentic materials
101(4)
Specially produced materials
105(2)
Student contributions to materials
107(2)
A note about generic materials
109(4)
Stocking a self-access centre
113(1)
Knowing how good your materials are
113(1)
Implications for self-access materials development
114(7)
Summary
121(1)
Tasks
122(1)
For discussion
122(1)
Self-access activities
123(16)
Introduction
123(1)
Getting started
123(6)
Ideas for self-access activities
129(7)
General activities in a self-access centre
136(2)
Summary
138(1)
Tasks
138(1)
For discussion
138(1)
Physical settings and resourcing
139(17)
Introduction
139(1)
The classroom
139(4)
Library
143(2)
Self-access centres
145(9)
Summary
154(1)
Tasks
155(1)
For discussion
155(1)
From teacher-directed to self-access learning
156(24)
Introduction
156(1)
Getting started in self-access learning
157(6)
Designing and implementing self-access learning
163(11)
Reflecting on self-access
174(4)
Summary
178(1)
Tasks
178(1)
For discussion
178(2)
Counselling
180(25)
Introduction
180(1)
Classroom teachers and self-access counsellors
180(3)
Managing counsellors
183(3)
Practical skills for working in a SAC
186(2)
Counsellor training
188(5)
Effective counselling
193(1)
Non-counselling duties
194(2)
Alternative counselling
196(5)
Summary
201(2)
Tasks
203(1)
For discussion
203(2)
Assessment in self-access learning
205(20)
Introduction
205(1)
Purposes of assessment
205(1)
Kinds of assessment
206(10)
The content of assessments
216(4)
The administration of assessments
220(2)
Using the results of assessments
222(1)
Summary
223(1)
Tasks
224(1)
For discussion
224(1)
Evaluation of self-access language learning
225(16)
Introduction
225(1)
Reasons for evaluating self-access learning
226(2)
Measuring efficiency and effectiveness
228(4)
The focus and effect of evaluations
232(1)
Deciding what to evaluate
233(1)
Matching evaluations to self-access goals
233(3)
Evaluation tools
236(1)
Sources of data
237(1)
A step-by-step guide to conducting an evaluation of self-access
238(1)
Summary
238(2)
Tasks
240(1)
For discussion
240(1)
PART 3 CASE STUDIES 241(21)
Introduction
241(1)
Case study I: Self-access in primary school
242(5)
Case study 2: Self-access in a secondary school
247(5)
Case study 3: Self-access in a university
252(5)
Case study 4: Self-access in a private language school
257(5)
References 262(10)
Index 272