Methodology in Language Learning: Independence

 

If one is to reach high levels of language proficiency – is a long-term commitment. After formal language study, many learners find themselves working independently. The topics in this chapter are related to working independently; they are also of benefit in the classroom since knowing about them can help with pacing and setting priorities.

 

The more you can manage your own learning while benefiting from formal instruction, the more likely it is that you will have tools for learning in unstructured settings too. Autonomous learning is influenced by all of the cognitive and affective factors  and we pull together a number of those themes to describe how you can take more control of your own learning.

 

Adults are naturally self-directed learners. This belief has a corollary: children must be taught. The truth is that both children and adults sometimes learn on their own and sometimes require learning support. We all vary our learning approaches depending on what is being learned, our previous knowledge and self-confidence with it, and how energetic we are feeling, among other things.

 

Self-directed learning is done in isolation and self-direction is normally done in the context of other people and in social settings. Other people are frequently an important part of an independently developed learning plan.

 

Factors involved in self-regulation reflect emotional and cognitive development are characterized by:

• the ability to function within a social unit;
• the possession of good metacognitive skills;
• trust in self and others; and the ability to
• set and pursue goals, tolerate frustration and compromise with reality, manage the multiple demands of life (work, interpersonal relations, value formation), and think abstractly.

 

 

Self-direction is impossible without good metacognitive skills. Much of self-direction takes the form of “thinking about thinking.” Skills in planning, monitoring yourself (either at the time or afterwards), assessing effectiveness of strategies, and even making up strategies for yourself are both metacognitive and important for self-regulation. Moreover, You need to believe in your own capacity to cope with difficulties, and yet you also need to trust others enough to let them (or ask them to) help you when you realize you cannot do everything on your own. Similarly, you need to be able to balance independent work planned, executed, and evaluated by you, with direction from outside, as in a classroom. Although you are responsible for learning and for knowing what you are learning for, the teacher is responsible for orchestrating events in the classroom.

 

Those who self-regulate well do a number of things that make them successful. You can apply these same “tricks” in your own learning. Some of them are discussed below. These include:

setting achievable goals;

• staying aware of your feelings;
• keeping aware of your options;
• anticipating difficulties;
• prioritizing;
• increasing versatility;
• being realistic;
• depending on others;
• being independent where you can;

 

It is easy to get overwhelmed by the sheer vastness of a foreign language. Try to stay aware of your feelings, both positive and negative. Keep aware of your options and avoid closing them off prematurely. It is possible that lack of success in one of your efforts might have a simple cause that you can fix easily. Anticipate difficulties and prepare to meet them with a good action plan or a set of practical options. You can’t do everything all at once, so do what matters most at the time. Set priorities. For example, you can pick and choose words to learn, grammar to focus on, and learning strategies, based on your current state of knowledge, your interests, and your learning style. Check your beliefs. One of the most damaging things you can believe is that learning should be rapid and knowledge without ambiguities. Experienced and effective learners understand that learning can be slow, uneven, and gradual, and they know that most of life is colored in shades of grey.

Bibliography:

 

1.    Brown, H.D. (2000): Principles of Language Learning and Teaching. White Plains, NY: Addison Wesley Longman, Inc. Gass,

2.    S.M. I L. Selinker. (2008): Second Language Acquisition. An Introductory Course. New York: Routledge. VanPatten,

3.    Leaver, B.L; Ehrman, M; Shekhtman, B. (2005): Achieving Success in Second Language Acquisition. CUP

4.    B. i J. Williams. (red.) 2007: Theories in Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publisher

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