Detailed Information on Publication Record
2006
Metody cizojazyčné výuky podporující princip autonomie žáka
HANUŠOVÁ, Světlana and Tamara VÁŇOVÁBasic information
Original name
Metody cizojazyčné výuky podporující princip autonomie žáka
Name (in English)
Foreign language teaching methods supporting the principle of learner autonomy
Authors
HANUŠOVÁ, Světlana (203 Czech Republic, guarantor, belonging to the institution) and Tamara VÁŇOVÁ (203 Czech Republic, belonging to the institution)
Edition
1. vyd. Brno, Sborník z konference Autonomie v procesu učení a vyučování cizího jazyka, p. 100 -108, 9 pp. 2006
Publisher
PdF MU
Other information
Language
Czech
Type of outcome
Stať ve sborníku
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
Publication form
printed version "print"
RIV identification code
RIV/00216224:14410/06:00016092
Organization unit
Faculty of Education
ISBN
80-210-4164-1
Keywords in English
foreign language teaching; methods; learner autonomy
Tags
Reviewed
Změněno: 13/9/2014 06:52, doc. Mgr. Světlana Hanušová, Ph.D.
V originále
Koncept autonomie žáka, definované jako je poměrně spolehlivým kritériem, které odlišuje moderní metody od tradičních. Zatímco tradiční metody se zaměřují na učitele a vyučování (teaching), moderní metody obracejí pozornost k žákovi a učení se (learning) a zdůrazňují žákovu odpovědnost za vlastní učení – tedy autonomii.
In English
The concept of learner autonomy can be seen as a relatively reliable criterion distinguishing modern methods from traditional ones. Traditional methods (grammar-translation method, direct method, audio-lingual method) differed from each other in many respects. However, none of them ever challenged the principle of the teacher s dominance in the teaching and learning process. The first method that brought a major change in the role of the learner was Silent Way. Even though its use today is very limited, its role in inspiring the mainstream communicative approach in the area of learner roles and learner autonomy is undeniable. Other alternative methods of the 1960s also enhanced the role of the learner and his autonomy (e.g. TPR, Community Language Learning), the only exception being Suggestopaedia, which promoted different principles, especially the infantilization of the learner. Nowadays, the communicative approach and similar modern approaches (Task-Based Approach, Lexical Approach, Strategy-Based Instruction) exploit the principle of learner autonomy to the full. However, this does not remove the burden off the teacher, who becomes responsible for learner training and the support of learner autonomy.
Links
| GA406/05/2107, research and development project |
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