Bob Morrison Autonomy and L2 literacy
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Wed, 06/18/2014 - 13:39
Fri, 01/05/2018 - 15:13
#1
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Fri, 06/20/2014 - 08:41
#2
Nice to see an example of such successful learning.
Nice to see an example of such successful learning.
One point I've found problems with - the student is recommended to use the Academic Phrasebank. From my experience, this seems more useful for researchers than for students, since there are so many complex examples for every function with no advice on how to distinguish between the numerous examples. When recommending the Phrasebank to students, do you give advice on how to use it?
Like the picture for setting specific goals
Tue, 06/24/2014 - 21:36
#3
Academic Phrasebank
Yes, that's a good point - I have previously used it with graduate pre-masters NNS students as they prepare to write up a 5000-word research dissertation. This was a very different situation with a first-year undergraduate student. I thought it would be a bit too advanced for her needs, but I wondered if there might be parts of it that wouId be useful. I didn't give her any advice on how to use it. I just made her aware of its existence.
She made an active decision not to use it having tried because it was too unwieldy for her purposes. The reason of introducing it to her was to offer a possible resource that might address a weakness in her writing that she had identified:
"My basic vocabulary is a problem and I don't know how to lead my ideas to argument" i.e. (as she clarified later) she lacked the chunks of language that could be used to structure her ideas into a coherent argument.
While the resource was rejected, it does clarify that she was monitoring and confident enough to reject learning advisor/teacher suggestions from the outset. If she accepted all suggestions, it would (of course) be difficult to identify her as a self-directed language learner. As the self-directed language learning courses progressed, some of the new activities and resources that arose were from teachers or her learning advisor (me) but she gave clear rationale in her written reflections as to whether she would try, continue with or reject those.
A few weeks after choosing not to use the Academic Phrasebank she also started using her final drafts as a source of phrases for her own phrasebank - another suggestion from her learning advisor. No explanation of a phrasebank was required - having tried, she had at least a passing familiarity with the concept. This time, she was keen to try and her own phrasebank provided her with a resource that worked well for her and she identified it as improving her written fluency in this genre. By the middle of semester 2, she had stopped referring to it as she wrote her essays because she had learned and was automatically using the phrases and structures she needed to "lead [her] ideas to argument".