Learner Autonomy in Language Learning

January 2013 Bulletin: Item 6

Recent Publications by Members

The list below provides details of recent members’ publications in the area of learner autonomy. As usual, it has been a busy and productive year! Our message eliciting these went out to members in the summer, so the most recent publications will go into the next bulletin. As the Beginners Resource Project reflects, we would like to do more than simply listing publications. In this issue, we have two interviews with authors, and we would also like to include reviews of works. We had a very good response to our email request for both reviews and interviews, and so we hope that our activities will expand accordingly. If you would like to write a short review of a recent publication, or interview an author or editor, we’d love to hear from you.

(Lorna Carson)

Journal articles

Aalto, E., Abel, A., Boeckmann, K-B, & Lamb, T. E. (2011). MARILLE: Promoting plurilingualism in the majority language classroom. Babylonia, 1, 44-48.

Breidbach, S. & Viebrock, B. (2012). CLIL in Germany: Results from recent research in a contested field of education. International CLIL Research Journal, 1(4), 5-15.

Carson, L. & Murphy, D. (2012).  Design and implementation of dramatic tasks in an English for Academic Purposes programme. Language Learning in Higher Education, 1(1), 127-142.

Lamb, T. E. (2011). Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics, 14(2), 68-85.

Mercer, S. (2012). Dispelling the myth of the natural-born linguist. ELT Journal 66(1), 22-29.

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

Mynard, J. (2012). Written advising strategies in self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.

Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. SISAL Journal Studies in Self-Access Learning, 3(1), 24–40. URL: http://sisaljournal.files.wordpress.com/2012/04/sisal_journal_3-1-20121.pdf

Tassinari, M. G. (2012). Kompetenzen für Lernerautonomie einschätzen, fördern und evaluieren. Fremdsprachenlehren und –lernen (FLUL), 41(1), 10–24.

Tsuda, A., & Nakata, Y. (2012). Exploring self-regulation in language learning: A study of Japanese high school EFL students. Innovation in Language Learning and Teaching. URL: http://www.tandfonline.com/doi/abs/10.1080/17501229.2012.686500

Books

Boeckmann, K-B., Aalto, E., Abel, A., Atanasoska, T. & Lamb, T. E. (2011). Promoting Plurilingualism: Majority Language in Multilingual Settings. Strasbourg: Council of Europe.

Ludwig, C., & Mynard, J. (Eds.) (2012). Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL

Mynard, J., & Carson, Luke. (Eds.) (2012). Advising in language learning: Dialogue, tools and context.Harlow: Longman.

Tassinari, M. G. (2010). Autonomes Fremdsprachenlernen: Komponenten, Kompetenzen, Strategien. Frankfurt am Main: Peter Lang.

Vandergrift, L. & Goh, C. C. M. (2012). Teaching and Learning Second Language. Listening: Metacognition in Action. New York: Routledge.

Book chapters

Goh, C. C. M. (2012). Learner strategies. In Burns, A. & Richards, J. (Eds.), The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. New York: Cambridge University Press.

Igoudin, L. (2012). Asian American girls who speak African American English: A subcultural language identity. In Du Bois, I. & Baumgarten, N. (Eds.), Multilingual Identities: New Global Perspectives. Berlin: De Gruyter Mouton.

Lamb, T. E. (2010). La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy. In Diadori P. (Ed.), Formazione, Qualità e Certificazione per laDdidattica delle Lingue Moderne in Europa/Training, Quality and Certification in Foreign Language Teaching. Florence, Italy: Le Monnier, pp. 22-30.

Ortiz, I. & Tassinari, M. G. (2011). Eine integrierte Lernumgebung zur Förderung von Lernerautonomie. In Arntz, R., Krings, H. P., Kühn, B. (Eds.), Autonomie und Motivation. Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen. Bochum: AKS-Verlag, pp. 143–153.

Reinders, H. & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In Reinders, H. (Ed.), Digital Games in Language Learning and Teaching. Basingstoke: Palgrave Macmillan

Rubin, J. (2012). Teaching language learning strategies. In Chapelle, C. (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Blackwell Publishing.

Tassinari, M. G. (2012). A dynamic model for learner autonomy: Raising awareness through self-assessment. In Heim, K. & Rüschoff, B. (Eds.), Involving Language Learners. Success Stories and Constraints. Duisburg: Universitätsverlag Rhein-Ruhr, pp. 63–76.

Interviews

Lamb, T. E. (2011). Interview with Terry Lamb. Synergies Europe, 6, 21-24.

Lamb, T. E. (2011). Learners in charge. The Linguist 50(2), 7-9.

Online articles

Mynard, J. (2012). Does ‘Self-access’ Still Have Life in it?: A response to Reinders (2012). ELTWO, Volume V.

Tassinari, M. G. (2011). Be autonomous! Is not a paradox – Part 1, Best practice.

Tassinari, M. G. (2011). Be autonomous! Is not a paradox – Part 2, An individual learning plan.

The publications below have also been added to the list of members’ recent publications page on the website: https://ailarenla.org/publications/

We invite members to also add publication details to the language learner autonomy bibliography maintained by Hayo Reinders, URL:  http://www.innovationinteaching.org/autonomy_bibiliography.php