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- W2187367009 abstract "The development of autonomy in language learning is not a goal in itself nowadays but a majo r support to the development of language use. This as pect encourages a shift in approaches to foreign la nguage teaching away from traditional to ones focusing o n collaborative partnership between teachers and le arners. Developing autonomy requires conscious awareness of the learning process, i.e. conscious reflection an d decision making. The autonomy-driven learning process facilitates the formation of a learning communit y. Setting up an autonomous learning environment which is neither teacher centered or directed, nor learn er centered or directed, but learning centered and dir ected puts certain demands on teachers as well as l earners. One of the most important issues becomes metacognitive awareness, which incorporates language awareness, cognitive awareness, social awareness and cultural awareness. All these involve the development of pos itive attitudes, self-awareness and self-confidence, whic h are essential to the development of a foreign lan guage. The issue of learner autonomy is surveyed from the pers pective of teaching composition writing at secondar y level in Lithuania. The article presents a survey of the research, based on the aspect of autonomous learnin g during the process of foreign language composition writing ." @default.
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- W2187367009 date "2004-01-01" @default.
- W2187367009 modified "2023-09-26" @default.
- W2187367009 title "Learner Autonomy from the Teacher's Perspective" @default.
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