Klaus Schwienhorst: Learner Autonomy in second language pedagogy and research - challenges and issues
Why is it so difficult to convince learners, teachers, parents, and institutions of the benefits of learner autonomy? Why is learner autonomy often perceived as an added component or a waste of time rather than an integral part of language learning? How can these obstacles be overcome in contexts ranging from primary or secondary school contexts up to languages for specific purposes programs and adult education? Following the success of the first volumes in our series Autonomy in language learning, we are delighted to announce the publication of the 7th title in the series: "Learner autonomy in second language pedagogy and research - challenges and issues". This collection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner autonomy SIG on Learner autonomy in second language pedagogy and research - challenges and issues which was held at the Fachsprachenzentrum, Leibniz Universität Hannover, Germany, from 27-28 September 2013.
David Little, Leni Dam, Klaus Schwienhorst, Carol J. Everhard, Micol Beseghi and Greta Bertolotti, Ilse Born-Lechleitner, Carmen Denekamp, Isabel Sandra Fernandes and Flávia Vieira, Stephan Gabel and Jochen Schmidt, Elena Gallo, Borja Manzano Vázquez, and Karen Seberechts.
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