This module is divided into the following sections:

Outcomes

Author of this module

12.0 Introduction

12.1 Defining and fostering learner autonomy

12.1.1 What is learner autonomy?
12.1.2 Fostering learner autonomy in the language classroom

12.1.2.1 Sample teaching activities

12.1.3 Learner autonomy and self-access
12.1.4 Self-assessment

12.2 Language-learning strategies

12.2.1 What are language-learning strategies?
12.2.2 Taxonomies of language-learning strategies
12.2.3 O'Malley and Chamot's taxonomy

12.2.3.1 Metacognitive strategies
12.2.3.2 Cognitive strategies
12.2.3.3 Social mediation

12.2.4 Conditions for successful strategy training
12.2.5 Activities designed to promote the use of learning strategies
12.2.6 Variables likely to affect language learning strategy preferences

12.2.6.1 Situational variables
12.2.6.2 Learner variables

12.3 Learning styles

12.3.1 Cognitive style

12.3.1.1 Field dependent/independent and holistic/analytic styles
12.3.1.2 Field dependent/independent, holistic/analytic styles and foreign language learning
12.3.1.3 Accommodating different cognitive styles in your teaching

12.3.2 Language learning styles

12.3.2.1 Willing's four types of language learner
12.3.2.2 Skehan's memory-oriented and analysis-oriented learners

12.3.3 Language learning channels

12.3.3.1 Visual learners
12.3.3.2 Auditory learners
12.3.3.3 Haptic learners
12.3.3.4 Accommodating O'Brien's three learning channel preferences in your teaching

12.3.4 Teaching techniques for a more balanced curriculum

12.4 Commentary on tasks

12.5 Appendices

Appendix 1 Oral proficiency self-assessment form
Appendix 2 Strategy Inventory for Language Learning (SILL)

12.6 References

12.7 Recommended further reading

12.8 Assessment task

Printable versions of the entire module are available in the following formats:

• Word 97 version (click here)
• RTF version (click here)