Professional Documents
Culture Documents
Establishing Self-Access
From Theory to Practice
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C A M B R I D G E L A N G U A G E T E A C H I N G L I B R A RY
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Establishing Self-Access
From Theory to Practice
www.cambridge.org
www.cambridge.org
Contents
List of gures
List of tables
Acknowledgements
Introduction
part 1
1
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
x
xii
xv
1
theoretical perspectives
Introduction
Denitions
Elements of self-access
Issues in establishing self-access
SALL environments
Justifying SALL
The costs of SALL
Summary
Tasks
For discussion
5
5
8
11
20
20
31
34
35
36
37
Introduction
Learners' beliefs about language learning
Teachers' beliefs about language learning
Differences between learners' and teachers' beliefs about
language learning
Cultural inuences
Preparing learners for self-access language learning
Preparing teachers for self-access language learning
Learners' and teachers' beliefs about self-access
language learning
Summary
Tasks
For discussion
37
37
38
40
42
43
43
47
49
50
50
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Contents
3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
part 2
5
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
6
6.1
6.2
A typology of self-access
51
Introduction
Types of self-access facilities
Learner support structures
A self-access typology
Self-access system exibility
Summary
Tasks
For discussion
51
52
57
57
58
64
64
64
65
Introduction
Dening management
Approaches to management
Managing a self-access centre
Managing classroom self-access
Involving learners
Training managers
Evaluation
Summary
Tasks
For discussion
65
66
69
71
77
77
78
80
82
82
82
practical perspectives
83
Learner proles
83
Introduction
A denition of a learner prole
The goals of using learner proles
The benets to learners
The benets to teachers
What a learner prole looks like
Constructing learner proles
Updating proles
Access to information
Summary
Tasks
For discussion
83
84
84
86
87
88
88
93
94
94
95
95
96
Introduction
Published language-learning materials
96
97
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Contents
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
Authentic materials
Specially produced materials
Student contributions to materials
A note about generic materials
Stocking a self-access centre
Knowing how good your materials are
Implications for self-access materials development
Summary
Tasks
For discussion
101
105
107
109
113
113
114
121
122
122
Self-access activities
123
Introduction
Getting started
Ideas for self-access activities
General activities in a self-access centre
Summary
Tasks
For discussion
123
123
129
136
138
138
138
139
Introduction
The classroom
Library
Self-access centres
Summary
Tasks
For discussion
139
139
143
145
154
155
155
156
9.1
9.2
9.3
9.4
9.5
9.6
9.7
Introduction
Getting started in self-access learning
Designing and implementing self-access learning
Reecting on self-access
Summary
Tasks
For discussion
156
157
163
174
178
178
178
10
Counselling
180
Introduction
Classroom teachers and self-access counsellors
180
180
7
7.1
7.2
7.3
7.4
7.5
7.6
7.7
8
8.1
8.2
8.3
8.4
8.5
8.6
8.7
10.1
10.2
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Contents
10.3
10.4
10.5
10.6
10.7
10.8
10.9
10.10
10.11
Managing counsellors
Practical skills for working in a SAC
Counsellor training
Effective counselling
Non-counselling duties
Alternative counselling
Summary
Tasks
For discussion
183
186
188
193
194
196
201
203
203
205
Introduction
Purposes of assessment
Kinds of assessment
The content of assessments
The administration of assessments
Using the results of assessments
Summary
Tasks
For discussion
205
205
206
216
220
222
223
224
224
225
Introduction
Reasons for evaluating self-access learning
Measuring efciency and effectiveness
The focus and effect of evaluations
Deciding what to evaluate
Matching evaluations to self-access goals
Evaluation tools
Sources of data
A step-by-step guide to conducting an evaluation of
self-access
Summary
Tasks
For discussion
225
226
228
232
233
233
236
237
case studies
241
13
Introduction
241
14
242
11
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
11.9
12
12.1
12.2
12.3
12.4
12.5
12.6
12.7
12.8
12.9
12.10
12.11
12.12
part 3
238
238
240
240
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Contents
15
247
16
252
17
257
References
Index
262
272
ix
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List of figures
1.1
1.2
1.3
1.4
2.1
4.1
4.2
4.3
5.1
5.2
5.3
5.4
6.1
6.2
6.3
7.1
7.2
8.1
8.2
8.3
8.4
9.1
9.2
10.1
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List of gures
10.2
10.3
10.4
11.1
11.2
11.3
11.4
11.5
11.6
12.1
12.2
12.3
12.4
12.5
14.1
14.2
15.1
15.2
16.1
16.2
17.1
17.2
201
202
203
209
210
211
212
214
219
227
228
232
232
235
245
245
250
250
255
255
260
260
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List of tables
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
2.1
2.2
2.3
2.4
2.5
2.6
3.1
4.1
4.2
4.3
4.4
5.1
6.1
6.2
6.3
6.4
6.5
Elements of self-access
910
Planning for noise in SALL
16
Some suggestions for speaking activities in SALL
1718
A comparison of SACs in native speaker and non-native
speaker environments
213
Characteristics of taught courses and self-access
learning
245
Grounds on which the use of self-access language
learning (SALL) might be questioned
2630
Documents to provide in support of a proposal for
SALL
33
Ways of raising awareness about SALL
34
Techniques for actively seeking funding
35
Learners' beliefs about language learning
39
Teachers' beliefs
40
A comparison of student and teacher ratings of selected
learning activities
41
Techniques for promoting independence in the
classroom
44
Students' responses to selected questionnaire statements 48
Teachers' responses to selected questionnaire statements 49
A self-access typology
5963
Some common models of management
70
Ways in which learners can contribute to evaluation of
self-access learning
78
Roles in which learners can contribute to the running
of self-access facilities
79
Areas of management training which would be benecial
to self-access managers
81
The goals in establishing learner proles
86
Reasons why published materials are useful in a SAC 989
Sources of authentic materials
1024
Reasons for special production of self-access materials 106
Ways in which students can contribute to self-access
materials
108
Practical questions to ask about self-access materials
114
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List of tables
6.6
6.7
8.1
8.2
8.3
8.4
8.5
9.1
9.2
9.3
10.1
10.2
10.3
10.4
11.1
11.2
11.3
11.4
12.1
12.2
12.3
12.4
12.5
12.6
12.7
13.1
xiii
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Thanks
xiv
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Acknowledgements
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Acknowledgements
Skills Through Self-Access Learning. In D. Gardner and L. Miller
(Eds.). Directions in Self-Access Learning. Hong Kong University Press
on p.187; Heuring, C. What Makes a Good Counsellor? Worksheet
(adapted with permission). Hong Kong Polytechnic University on
p.191.
xvi
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