This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
| Acknowledgements |
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vii | |
| Introduction |
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1 | (6) |
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7 | (36) |
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Towards Integrated CALL Environments for Learner Autonomy---The MOO |
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43 | (36) |
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The Dublin/Bonn-Rhein-Sieg MOO Project |
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|
79 | (56) |
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135 | (34) |
| Appendix A: Sample MOO Transcripts |
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169 | (12) |
| Appendix B: Tandem Booklets |
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181 | (10) |
| Appendix C: Tandem Questionnaire |
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191 | (4) |
| Appendix D: Interview Questions |
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195 | (2) |
| Appendix E: Sample Screen Shots |
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197 | (4) |
| References |
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201 | (24) |
| Index |
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225 | |
Klaus Schwienhorst has been working in the fields of computer-assisted language learning and learner autonomy for the past fifteen years. He spent 11 years teaching, lecturing, and researching at Trinity College, Dublin, Ireland, before returning to Germany to work as the Director of the Centre for Languages for Specific Purposes at the University of Hanover.
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