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Foreign Language Teaching in Europe 14 14 Foreign Language Teaching in Europe 14
)
s.
d
Manuel Jiménez Raya / José Javier Martos Ramos / e Manuel Jiménez Raya/
(
Maria Giovanna Tassinari (eds.) ari José Javier Martos Ramos/
n
Learner and Teacher Autonomy ssi Maria Giovanna Tassinari (eds.)
a
T
in Higher Education: G.
Perspectives from Modern Language Teaching M. Learner and Teacher
/
s
This volume seeks to foster the develop- ment at the University of Granada, Spain. o
m
ment of teacher and learner autonomy His main research interests are pedagogy Autonomy in
a
in language learning in higher education. for autonomy, experiential learning, R
It pools the insights and experiences of a modern language teacher education, os
group of international researchers who and case pedagogy. He has published rt Higher Education:
a
present their reflections and research numerous articles and co-authored several M
on different aspects of autonomy and books on FLT methodology and teacher r
e
related issues. Although autonomy is education. vi Perspectives from Modern
acknowledged as one of the main goals of J. Javier Martos Ramos is an Associate a
J
education, in higher education the need Professor of the German Department at J.
for accountability and standardisation the University of Seville, Spain. He teaches a/ Language Teaching
of learning outcomes may constitute German linguistics at undergraduate and y
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external limitations to its development. In graduate levels. His research interests R
order to overcome teaching traditions and include the relationship of students’ ez
n
mainstream academic culture, teachers attitudes towards autonomous foreign é
may need to reorient themselves and language learning, the use of educational m
face the challenge of a substantial change applications and interactional linguistics. Ji
involving their own and their learners’ Maria Giovanna Tassinari is Director of M.
beliefs, their practice and their role in the the Centre for Independent Language
institution. Learning at the Language Centre of
yn
the Freie Universität Berlin, Germany. mo
Her research interests include learner oti
autonomy, language advising, affect in na
The Editors language learning and teaching, as well as ouc
t
Manuel Jiménez Raya is Full Professor and formal and informal learning, on which ud
AE
Head of the English and German Depart- she publishes frequently. r r
ee
hh
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FLTE-14 265984_Jimenez Raya_VH_A5HC PLE edition new.indd 1 03.03.17 KW 09 12:11
Learner and Teacher Autonomy in Higher Education:
Perspectives from Modern Language Teaching
FOREIGN LANGUAGE TEACHING
IN EUROPE
Edited by
Manuel Jiménez Raya, Terry Lamb and Flávia Vieira
VOL. 14
Zu Qualitätssicherung und Peer Review Notes on the quality assurance and peer
der vorliegenden Publikation review of this publication
Die Qualität der in dieser Reihe Prior to publication, the quality
erscheinenden Arbeiten wird vor der of the work published in this series is
Publikation durch Herausgeber der Reihe blind reviewed by editors of the series.
im Blind-Verfahren geprüft. Dabei ist der The referees are not aware
Autor der Arbeit den Gutachtern während of the author’s name when
der Prüfung namentlich nicht bekannt. performing their review.
Manuel Jiménez Raya /
José Javier Martos Ramos /
Maria Giovanna Tassinari (eds.)
Learner and Teacher
Autonomy in
Higher Education:
Perspectives from Modern
Language Teaching
Bibliographic Information published by the Deutsche
Nationalbibliothek
The Deutsche Nationalbibliothek lists this publication in the Deutsche Na-
tionalbibliografie; detailed bibliographic data is available in the
internet at http://dnb.d-nb.de.
Library of Congress Cataloging-in-Publication Data
Names: Jiménez Raya, Manuel, editor. | Martos Ramos, José Javier, editor. | Tassi-
nari, Maria Giovanna, 1959- editor.
Title: Learner and Teacher Autonomy in Higher Education : Perspectives from
Modern Language Teaching / Manuel Jiménez Raya, José Javier Martos Ramos,
Maria Giovanna Tassinari (eds.).
Description: Frankfurt am Main ; New York : Peter Lang, [2017] | Series: Foreign
language teaching in Europe; Vol. 14
Identifiers: LCCN 2016052568| ISBN 9783631659847 (Print) | ISBN 9783653054644
(E-PDF) | ISBN 9783631703953 (EPUB) | ISBN 9783631703960 (MOBI)
Subjects: LCSH: Learner autonomy. | Languages, Modern—Study and teaching
(Higher) | Language and languages—Study and teaching (Higher) | Language
teachers—Training of.
Classification: LCC P53.457 .L45 2017 | DDC 418.0071/1—dc23
LC record available at https://lccn.loc.gov/2016052568
This volume has been funded by the Facultad de Filología
of the Universidad de Sevilla.
ISSN 1437-3157
ISBN 978-3-631-65984-7 (Print)
E-ISBN 978-3-653-05464-4 (E-PDF)
E-ISBN 978-3-631-70395-3 (EPUB)
E-ISBN 978-3-631-70396-0 (MOBI)
DOI 10.3726/978-3-653-05464-4
© Peter Lang GmbH
Internationaler Verlag der Wissenschaften
Frankfurt am Main 2017
All rights reserved.
Peter Lang Edition is an Imprint of Peter Lang GmbH.
Peter Lang – Frankfurt am Main · Bern · Bruxelles · New York ·
Oxford · Warszawa · Wien
All parts of this publication are protected by copyright. Any
utilisation outside the strict limits of the copyright law, without
the permission of the publisher, is forbidden and liable to
prosecution. This applies in particular to reproductions,
translations, microfilming, and storage and processing in
electronic retrieval systems.
This publication has been peer reviewed.
www.peterlang.com
Table of Contents
Manuel Jiménez Raya, José Javier Martos Ramos & Maria Giovanna Tassinari
Learner and Teacher Autonomy in Higher Education ............................................7
Manuel Jiménez Raya
Teacher Autonomy and Agency: The Space of Possibility in
Overcoming External Obstacles and Internal Resistances ...................................15
Jane Arnold & M. Carmen Fonseca-Mora
Autonomy and Affect in Language Learning:
A Dynamic Relationship ...........................................................................................37
Jian (Tracy) Tao & Xuesong (Andy) Gao
Understanding Language Learners’ Teacher Dependence in China ....................55
Carol J. Everhard
Preparing Future EFL Teachers to Understand, Develop and
Exploit Self-Access through Project Work ..............................................................75
Flávia Vieira
Enhancing Teacher Research for Autonomy in Postgraduate
Teacher Education ......................................................................................................95
Hélène Martinez
The Proficiency of Multilingual and Autonomous Learners, or:
What it Means to Be a Competent Learner .........................................................115
Christoph Ehlers
The Babel Marketplace—An Artefact for Teacher Training ...............................131
José Javier Martos Ramos
Educational Applications and Autonomy:
The Perspective of Students ...................................................................................147
6 Table of Contents
M. Carmen Fonseca-Mora, Mark Gant & Francisco Herrero Machancoses
Interdependent Autonomy: Face-to-Face and Digital Media in Modern
Language Learning ..................................................................................................169
Maria Giovanna Tassinari
A Self-Access Language Centre for Learners and Teachers:
Promoting Autonomy in Higher Education ........................................................183
Manuel Jiménez Raya, José Javier Martos Ramos
& Maria Giovanna Tassinari
Learner and Teacher Autonomy in
Higher Education
A still widely extended idea is that all that is required for teaching in higher edu-
cation is knowledge of the subject matter. Teaching is somehow undervalued in
higher education for several reasons. The ‘conflict’ between research and teaching
is for the most part resolved in favour of research because of the pressure of inter-
national rankings and professional promotion criteria that prioritise research over
teaching. Furthermore, most universities base their claims for teaching excellence
and student quality learning experiences on a close connection between research,
teaching and learning. Still nowadays not many universities require from their
faculty a teaching qualification before they start teaching despite the centrality
of teaching for the institution and the members of staff themselves. However,
as research has widely demonstrated, quality teaching does make a difference
in student achievement. Although quality may be a question of definition, there
is nowadays a consensus regarding the educational challenges higher education
faces. The evolution from the industrial to the knowledge/learning society requires
new competencies characteristically associated with the concept of autonomy and
lifelong learning, namely, self-awareness, critical thinking, advanced cognitive and
self-regulatory competencies, tolerance of ambiguity, cooperation and dialogic
communication, among others (Jiménez Raya, 2008).
In 1992, Boyer made a pervasive appeal for a new scholarship. Boyer and his
colleagues at the Carnegie Foundation for the Advancement of Teaching (Boyer,
1990; Hutchings & Shulman, 1999; Shulman, 1999) argued that there was a press-
ing need to enlarge the meaning of scholarship. Their suggestion was intended to
enrich the quality of undergraduate education. Four distinct but overlapping areas
of scholarship were identified: the scholarship of discovery research; the scholar-
ship of integration, including the writing of textbooks; the scholarship of service,
including the practical application of knowledge; and the scholarship of teaching.1
It is argued, though, that improving the quality of learning and teaching entails
engagement with all four areas of scholarship. From the Scholarship of Teaching
1 Interestingly, the discussion on the areas of scholarship continues. Rice (2007) suggests
a new type of scholarship: the scholarship of engagement.
8 Manuel Jiménez Raya, José Javier Martos Ramos & Maria Giovanna Tassinari
and Learning perspective (Boyer, 1990), quality teaching should encourage active,
not passive learning and support students to be critical, creative thinkers, with the
capacity to go on learning on their own. Further, Boyer suggests that good teaching
means that faculty, as scholars, are also learners (Boyer, 1990: 23–24). The work
stimulated by the Scholarship of Teaching and Learning movement is to a large
extent responsible for the growing interest in teaching in higher education. In ad-
dition, the Bologna process in Europe has also emphasized the role of teaching in
higher education, highlighting learner-centredness, competency-based education,
and lifelong learning. It has also emphasized the teaching and learning of foreign
languages in higher education. Therefore, academics are struggling to find the
balance between research and teaching because of conflicting tendencies. Global
competition between universities as expressed in world rankings is pushing in the
opposite direction, promoting a unified model of the good university and fostering
a trend towards disciplinary research at the expense of teaching (Arimoto, 2015).
Excellence in teaching or being scholarly from our standpoint entails a higher
level of professionalism in stimulating students and fostering their learning in
diverse ways. It regards teaching as an intellectual activity, as research that employs
identical criteria to other forms of research, according to Shulman (1999), as on-
going investigation that is given visibility, shared with others, peer reviewed and
published. A scholarly approach involves an inquiry approach to one’s teaching
practice and a concern for knowledge development in one’s discipline but also
for keeping up to date in methodological issues. A scholarly approach to teaching
comprises all the aspects of teaching, that is, the design, delivery, and assessment
of the curriculum as well as the evaluation of the effectiveness of the instruction
delivered.
The basic premise in this volume is that autonomy is a prima facie value. Au-
tonomy is generally acknowledged as one of the main goals of education and a
value to be promoted in higher education. It is presently acknowledged as crucial
to the development of lifelong learning in the learning society. Furthermore, it is
often regarded as a defining attribute of all sustained learning that attains long-
term success. Autonomy is simultaneously a goal of higher education and an
educational approach to secure that goal. The creation of the European Higher
Education Area and the implementation of the European Credit Transfer System
(ECTS) call for a learner-centred, meaning-based pedagogy which fosters the
development of critical thinking skills. In this sense, pedagogy for autonomy be-
comes an indispensable element. The purpose of education in the learning society
is not merely to enable students to accumulate facts but to develop the capacity
for lifelong learning. A major goal is that by the time students finish their degree
