Applied linguists and language teachers from many countries provide a new perspective on autonomous learning by focusing on out-of-class learning and the role it can play in facilitating learning as a complement to classroom-based learning. They cover involving the learner in out-of-class learning, using technology and the Internet, learning through television, out-of-class projects, and interacting with native speakers. The topics include using songs and lyrics in out-of-class learning, using social media resources in advanced level classes, learning-to-learn with ourselves and with our peers through technology, study-abroad program design and goal fulfillment, and learning Spanish by using it. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice.
While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.
Recenzijas
"I am happy to see this innovative collection. I do not know of another volume with this focus. So, this is a very exciting venture, and I am very pleased to see it."
MaryAnn Christison, University of Utah, Department of Linguistics/Urban Institute for Teacher Education, USA
"This is a very original idea and an innovative publication, certainly in keeping with the times with its attention to autonomy, digital learning, and language learner strategies."
Paul Nation, Victoria University of Wellington, New Zealand
"Language Learning Beyond the Classroom offers a new perspective on autonomouslearning by showing how out-of-class learning can complement classroom-based learning. This shift of perspective is especially timely in an era in which rapidly developing internet-based technologies and opportunities for travel have dramatically expanded affordances for foreign language learning and use beyond the classroom."
Phil Benson, Macquarie University
| Preface |
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xi | |
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PART I Involving the Learner in Out-of-Class Learning |
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1 | (62) |
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3 | (10) |
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2 Listening Logs for Extensive Listening Practice |
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13 | (10) |
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3 Carrying Vocabulary Learning Outside the Classroom |
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23 | (10) |
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4 Using Songs and Lyrics in Out-of-Class Learning |
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33 | (10) |
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5 Out-of-Class Pronunciation Learning: Are EFL Learners Ready in China? |
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43 | (10) |
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6 Dialogue Journals: Learning for a Lifetime |
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53 | (10) |
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PART II Using Technology and the Internet |
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63 | (64) |
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7 Learning Vocabulary Using Two Massive Online Resources: You Will Not Blink |
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65 | (10) |
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8 "I Don't Know How to Talk Basketball Before Playing NBA 2K10": Using Digital Games for Out-of-Class Language Learning |
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75 | (10) |
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9 The Use of Social Media Resources in Advanced Level Classes |
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85 | (10) |
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10 Essentially Social: Online Language Learning with Social Networks |
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95 | (10) |
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11 Language Exchange Websites for Independent Learning |
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105 | (10) |
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12 E-mail Tandem Language Learning |
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115 | (12) |
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PART III Learning Through Television |
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127 | (42) |
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13 Learning English Through the Language of the Pokemon: "Just Watchin' TV, Ma" |
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129 | (9) |
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14 Resourcing Authentic Language in Television Series |
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138 | (11) |
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15 Internet Television for L2 Vocabulary Learning |
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149 | (10) |
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16 Extensive Viewing: Language Learning Through Watching Television |
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159 | (10) |
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PART IV Out-of-Class Projects |
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169 | (54) |
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17 Authentic Materials and Project-Based Learning: In Pursuit of Accuracy |
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171 | (9) |
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18 Learning-to-Learn with Ourselves and with Our Peers Through Technology |
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180 | (9) |
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19 Integrating Classroom Learning and Autonomous Learning |
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189 | (12) |
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20 The Ecology of English: Real-World Experiences in Sustainability and Language Learning |
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201 | (11) |
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21 Taking Control: A Digital Video Project for English for Science Students |
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212 | (11) |
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PART V Interacting with Native Speakers |
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223 | (69) |
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22 Language and Cultural Encounters: Opportunities for Interaction with Native Speakers |
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225 | (10) |
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23 Study-Abroad Programme Design and Goal Fulfilment: "I'd Like to Talk Like a Kiwi" |
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235 | (9) |
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24 Talking to Strangers: Learning Spanish by Using It |
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244 | (9) |
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25 Increasing the Linguistic and Cultural Benefits of Study Abroad |
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253 | (10) |
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26 Linking Language Learning Inside and Outside the Classroom: Perspectives from Teacher Education |
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263 | (9) |
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27 Japanese Communities of Practice: Creating Opportunities for Out-of-Class Learning |
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272 | (10) |
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Chihiro Kinoshita Thomson |
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28 Learning English with a Home Tutor: Meeting the Needs of Migrant Learners |
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282 | (10) |
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| List of Contributors |
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292 | (3) |
| Index |
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295 | |
David Nunan is a language teacher, teacher educator, researcher, consultant and author. He has published over 30 academic books on second language curriculum design, development and evaluation, teacher education, and research.
Jack C. Richards is an applied linguist, teacher educator, and textbook author, a specialist in the teaching of English as a second language (TESOL) who has had an active career in the Asia Pacific region (Singapore, Hong Kong, Indonesia, Hawaii) for many years. He is an honorary professor at the University of Sydney.
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