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L’autonomie De L’apprenant En Didactiques Des Langues Etrangeres
(Learner Autonomy in Foreign Language Teaching )

Author : Halil AYTEKİN    
Printing Year : 2017
Number : Volume 5 Issue 3
Page : 301-309
DOI Number: : 10.18298/ijlet.1802
Cite : Halil AYTEKİN , (2017). L’autonomie De L’apprenant En Didactiques Des Langues Etrangeres. International Journal of Languages' Education and Teaching, Volume 5 Issue 3, p. 301-309. Doi: 10.18298/ijlet.1802.
184    127

Summary

Since a few years, the autonomy, in other words, self-government has started to be used frequently in the science of the education and teaching. Then, the autonomy shows the capacity to take responsibility during teaching. A person who takes this responsibility has the opportunity to act self-directed autonomously within the purpose of learning. But these does not mean that learners can achieve autonomous learning. In this process, the learners learn themselves. But that does not mean he's alone. After setting goals for the learner, the teacher should give him autonomous freedom of learning in an open and social environment to reach these goals. In this case, the factors have a decisive role in the outcome, such as age, the motivation of the learner. The learner sets his goals and learning strategies thanks to his own consciousness in order to develop the autonomy particular to the language. The learner has to determine the place of learning and has to plan his working time to reach his goal. At the same time, he should also know his own way of learning. In the end, he should answer this question: In which conditions did my learning become most effective? The autonomy allows the learner to know how to evaluate his/ her own performance and to evaluate the effectiveness of the learning being followed. In this study, we will present the autonomy of the learner, the role of the teacher and the criterion for learning autonomy.


Keywords
Autonomy, learning, teacher, teaching foreign languages, self-learning, self-evaluation

Abstract

Since a few years, the autonomy, in other words, self-government has started to be used frequently in the science of the education and teaching. Then, the autonomy shows the capacity to take responsibility during teaching. A person who takes this responsibility has the opportunity to act self-directed autonomously within the purpose of learning. But these does not mean that learners can achieve autonomous learning. In fact, at the different levels, the autonomy exist. In this process, the learners learn themselves. But that does not mean he's alone. Autonomous learning requires a relationship between the teacher and the learner. After setting goals for the learner, the teacher should give him autonomous freedom of learning in an open and social environment to reach these goals. In this case, the factors have a decisive role in the outcome, such as age, the motivation of the learner. Today, the autonomy is a talent that must be earned in learning foreign languages. The learner sets his goals and learning strategies thanks to his own consciousness in order to develop the autonomy particular to the language. The learner has to determine the place of learning and has to plan his working time to reach his goal. At the same time, he should also know his own way of learning. In the end, he should answer this question: In which conditions did my learning become most effective? The autonomy allows the learner to know how to evaluate his/ her own performance and to evaluate the effectiveness of the learning being followed. In this study, we will present the autonomy of the learner, the role of the teacher and the criterion for learning autonomy.


Keywords
autonomy, learning, teacher, teaching foreign languages, self-learning, self-evaluation

References

Camilleri, Antoinette. ( 2002). Par Lioné Galiéné, Le projet comme outil didactique de promotion de l’autonomie de l’apprenant, Conseil de l’Europe, août, Imprimé dans les ateliers du Conseil de l’Europe.

Dalgalian Gilbert, Simone Lieutaud, François Weiss, (1981). Pour un nouvel enseignement des langues, Cle İnternational, Paris.

Ormrod, Jeanne Ellis, 2013. Öğrenme Psikolojisi, çev. Mustafa Baloğlu, Nobel Akademik yayıncılık, Ankara.

Robert, Paul (1993). Le Petit Robert, Dictionnaire de la langue française, Dicorobert Inc., Montreal, Canada.

Saban, Ahmet, 2005. Öğrenme öğretme süreci, yeni teori ve yaklaşımlar, Nobel Yayın Dağıtım, 4.Baskı, Ankara.

Schunk, Dale H., 2009. Öğrenme Teorileri, Çev. Muzaffer Şahin, Nobel Yayın Dağıtım, Ankara.

(Web, 1) https://cdn.uclouvain.be/public/.../icampus_et_TV5_mars.p consulté le 14 Juin 2017

(Web, 2) https://hal.archives-ouvertes.fr/hal-00922977/document consulté le 14 Juin 2017

(Web,3)https://www.researchgate.net/.../36379652_Facteurs_de_developpement_de_l'autonomie,.

(Web, 4) http://fle.asso.free.fr/asdifle/Cahiers/Asdifle_Cahier2_Holec.pdf, consulté le 3 Juillet 2016.

(Web, 5) http://www.cahiers-pedagogiques.com/L-education-a-l-autonomie consulté le 2 Juin 2016.

(Web, 6) http://portail-du-fle.info/glossaire/autonomie.html consulté le 5 Juin 2016

( Web, 7).http://www.llcd.auf.org/IMG/pdf/SAOUSSANY.pdf.

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