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One of the key aspects to consider in defining Learner Autonomy is whether we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other, both of them can be part of our views towards language learning or learning in general.
Within this framework, a language may be defined as an autonomous variety together with all the varieties that are heteronomous with respect to it. [1] [8] Stewart noted that an essentially equivalent definition had been stated by Charles A. Ferguson and John J. Gumperz in 1960.
Autonomous organizations or institutions are independent or self-governing. Autonomy can also be defined from a human resources perspective, where it denotes a (relatively high) level of discretion granted to an employee in his or her work. [1] In such cases, autonomy is known to generally increase job satisfaction.
Andragogy "strive[s] for autonomy and self-direction in learning", while Heutagogy "identif[ies] the potential to learn from novel experiences as a matter of course [...] manage their own learning". [8] Ubuntugogy is a type of cosmopolitanism that has a collectivist ethics of awareness concerning the African diaspora. [9] [10]
Autonomous learning may refer to: Autonomous learning in homeschooling; Learner autonomy; Machine learning; Self-paced instruction This page was last edited on ...
Adaptive control of thought is a general model of cognition, and second-language acquisition is just one application of a wide area of research in cognitive psychology. [5] Second-language acquisition is seen as a progression through three stages, declarative, procedural, and autonomous.
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Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as medium of instruction.