-27-
I-Literature review on learner autonomy in
education
14-The C.E.F.R for Languages assessment grid
The Common European Framework of Reference for Languages
(CEFR) is an international standard for describing language ability. It
describes language ability on a six-point scale, from A1 for beginners, up to
for those who have mastered a language. This makes it easy for anyone involved
in language teaching and testing, such as teachers or learners, to see the
level of different qualifications.
These levels are often used casually by language learners to
test their ability at speaking, reading, writing and understanding a language.
The CEFR assessment grid is enclosed as Appendix 1.
15-Fostering Learner Autonomy
With the increasing interest in foreign and second language
learning, fostering learner autonomy as an important educational goal becomes
the chief concern of many educators and language teachers. Therefore, a
significant body of research has been conducted in the aim of fostering learner
autonomy and finding the effective ways which help learners learn autonomously.
KADI (2018:26-36)
15-1-Definition of fostering learner
autonomy
According to Dam (2011), fostering learner autonomy is
«a move from teacher-directed teaching environment to a learner-directed
learning environment.»(Dam, 2011: 41). However,
another definition was given by Esch who describes the promotion of learner
autonomy as:
«... the provision of circumstances and contexts
for language learners which will make it more likely that take charge -at least
temporarily- of the whole or part of their language learning programme and
which are more likely to help rather than prevent learners from exercising
their autonomy.» (Esch, 2010: 37)
-28-
I-Literature review on learner autonomy in
education
In simple terms, fostering learner autonomy is regarded as an
attempt to help learners become more independent through training them on the
effective use of the language learning strategies which make them responsible
to take control, evaluate and monitor their language learning process.
15-2-Tips to foster learner autonomy
Once the term «Learner Autonomy» has been emerged
in the educational context, numerous scholars and researchers have produced
literature on its definition, implementation and, especially, on the tips that
help learners enhance their autonomy and take charge of their learning process.
At a practical level, the development of autonomy requires learners to build up
a skill set that allows them to direct their own learning. Most learners do not
naturally have this skill set and need explicit training to develop it. In this
context, Hurd argues that:
«...if learners are not trained for autonomy, no
amount of surrounding them with resources will foster in them that capacity for
active involvement and conscious choice, although it might appear to do
so.» (Hurd, 1998: 72-73)
In addition, Gardner and Miller (1999) state that fostering
learner autonomy is sometimes carried out through «learning training»
which allows learners to come into contact with the idea of autonomy and to
develop appropriate skills in the learning process. However, Crabbe notes,
«One important aspect in promoting learner
autonomy is to negotiate with students the process that underline learning,
such as problem identification, so that they become aware of their own needs
and can set their own goals. (Crabbe 1993:446)
For Dickinson, the teacher plays a key role in fostering
learner autonomy and has a major impact on students' development towards
autonomy. He identifies six ways «in which the teacher can promote greater
learner independence»:
- Legitimizing independence in learning by showing that we,
as teachers, approve, and by encouraging the students to be more
independent;
- Convincing learners that they are capable of greater
independence in learning-give them successful experiences of independent
learning;
| 
