Metody cizojazyčné výuky podporující princip autonomie žáka

HANUŠOVÁ, Světlana and Tamara VÁŇOVÁ. Metody cizojazyčné výuky podporující princip autonomie žáka (Foreign language teaching methods supporting the principle of learner autonomy). In Sborník z konference Autonomie v procesu učení a vyučování cizího jazyka. 1st ed. Brno: PdF MU, 2006, p. 100 -108. ISBN 80-210-4164-1.

Basic 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

• Original language: Czech
• Type of outcome: Proceedings paper
• Field of Study: 50300 5.3 Education
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• 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: foreign language teaching, learner autonomy, methods
• Tags: Reviewed

Abstract

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.

Abstract (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: Name: Autonomie v procesu učení a vyučování cizího jazyka

Investor: Czech Science Foundation, Autonomy in foreign language learning and teaching