Table Of ContentSocial Dimensions of Autonomy in Language Learning
Also by Garold Murray
IDENTITY, MOTIVATION AND AUTONOMY IN LANGAUGE LEARNING
( co-editor )
Social Dimensions of
Autonomy in Language
Learning
Edited by
Garold Murray
Okayama University, Japan
Selection, introduction and editorial matter © Garold Murray 2014
Individual chapters © Respective authors 2014
Softcover reprint of the hardcover 1st edition 2014 978-1-137-29022-9
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First published 2014 by
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ISBN 978-1-137-29023-6 ISBN 978-1-137-29024-3 (eBook)
DOI 10.1057/9781137290243
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Contents
List of Illustrations v ii
Acknowledgements v iii
Notes on Contributors i x
Introduction
1 Exploring the Social Dimensions of Autonomy in
Language Learning 3
Garold Murray
Part I The Emotional Dimension
2 Developing Autonomous Language Learners in HE: A Social
Constructivist Perspective 15
Christine O’Leary
3 Learner Autonomy and the Theory of Sociality 37
Tim Lewis
4 Self-regulation and Autonomous Dependency amongst
Japanese Learners of English 60
Tomoko Yashima
Part II The Spatial Dimension
5 The Semiotics of Place: Autonomy and Space 81
Garold Murray, Naomi Fujishima, and Mariko Uzuka
6 ‘Facebook Me’ within a Global Community of Learners
of English: Technologizing Learner Autonomy 100
Alice Chik and Stephan Breidbach
7 Autonomy, Social Interaction, and Community: A Distant
Language Learning Perspective 119
Linda Murphy
8 Meeting the Autonomy Challenge in an Advanced Spanish
Listening Class 1 35
Diego Mideros and Beverly-Anne Carter
v
vi Contents
Part III The Political Dimension
9 A utonomy, Complexity, and Networks of Learning 155
L iliane Assis Sade
10 T he Ecology of Learner Autonomy 1 75
D avid M. Palfreyman
11 S ocial Class and Autonomy: Four Case Studies in
a Mexican SAC 1 92
E . Desirée Castillo Zaragoza
12 L ocal Engagements Enhancing Practitioner Action and
Knowledge for Learner Development and
Autonomy within a Collaborative Teachers’ Network 211
A ndy Barfield
Conclusion
13 A utonomy in Language Learning as a Social Construct 233
G arold Murray
References 2 50
Index 2 71
List of Illustrations
Figures
2.1 T he psychology of autonomous learning at
an individual level 21
2.2 A social constructivist model of the teaching-learning
process 2 2
4.1 T he results of multiple regression analyses 74
4.2 T he results of multiple regression analyses 74
6.1 N egotiated and emerging communities of practice through
online exchange 1 14
10.1 T he family as a learning community 185
Tables
2.1 T he university-wide language programme 23
2.2 U LS 5 & 6 assessment strategy summary 24
5.1 T he participants in the study 87
6.1 P articipants and data of the two exchange projects 104
11.1 G eneral information regarding the data 198
12.1 S IG members’ top three learner development interests 216
vii
Acknowledgements
The artwork on the cover depicts a teaching by Confucius: ‘Walking
along with three people, my teacher is sure to be among them.’ The
drawing is reproduced with permission courtesy of the artist, Vilia Li.
Ms. Li lives and works in Beijing.
viii
Notes on Contributors
Andy Barfield teaches and co-coordinates content-based learning
courses through English in the Faculty of Law, Chuo University, Japan.
He is the co-editor of several books on autonomy in language education
and has been actively involved in the Japan Association of Language
Teaching Learner Development SIG for many years.
Stephan Breidbach is Professor at Humboldt-Universität zu Berlin and
teaches EFL Pedagogy. He specializes in Educational Philosophy and
Content Integrated Language Learning. In his previous life as a secondary
school teacher in Hamburg, Germany, he taught English, social studies,
history and drama to students aged between 12 and 18. Since 2008 he
has also been involved in a joint New Media Studies & Autonomous
Language Learning project with Alice Chik from City University of
Hong Kong.
Beverly-Anne C arter is Director of the Centre for Language Learning
at the St. Augustine Campus of the University of West Indies. Carter
has published in the areas of learner autonomy in language learning,
foreign language pedagogy and methodology, and language policy and
planning.
E. Desirée Castillo Zaragoza is Assistant Professor in the Foreign
Language Department of the Universidad de Sonora, Mexico. Her main
research interests and publications are related to autonomy, self-access
centres, advising, and she is currently exploring the multilingualism of
learners working in Mexican SACs and classrooms.
Alice C hik is Assistant Professor in the Department of English, City
University of Hong Kong, China. Her publications and research interests
include the life-long experience of learning a second/foreign language,
particularly in the area of identity construction and out-of-class learning,
and the ways young people use digital practices and online communi-
ties and resources to develop their literacy skills. She is the c o-author
of N arrative Inquiry in Language Teacher and Learning Research and
co-editor of Popular Culture, Pedagogy and Teacher Education: International
Perspectives . Currently, she is co-editing Creativity and Discovery in the
University Writing Class: A Teacher’s Guide and a special issue for L anguage
Learning and Technology .
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