Promoting Autonomy in Second Languages Learning: Report of the APLA Project at the US
DOI:
https://doi.org/10.12795/PH.2020.v34.i01.05Keywords:
Self-Access-Centre, Strategies, Tandem, Advising, Team TeachingAbstract
This article addresses the question of how a Self-Access-Learning-Centre can encourage autonomous behaviour and promote the conscious use of strategies among second language learners. Starting from the APLA Centre, the Autonomous Language Learning Centre of the Faculty of Philology of the US, established at the end of 2018, we describe the different activities that have been carried out since its foundation, and the reasons for promoting autonomy. Emphasis is placed on metacognitive, cognitive and socio-affective strategies as the most appropriate form for this purpose. Finally, a desiderata and future work for APLA are proposed
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Accepted 2020-09-21
Published 2020-12-17
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