
Contents
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Introduction Introduction
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Background to learner autonomy Background to learner autonomy
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Raising learner awareness: examples from Hong Kong Raising learner awareness: examples from Hong Kong
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Five stages of learner-centredness Five stages of learner-centredness
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Awareness Awareness
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Involvement Involvement
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Intervention Intervention
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Creation Creation
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Transcendence Transcendence
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Applying the concept of learner-centredness Applying the concept of learner-centredness
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Reflective lesson planning Reflective lesson planning
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Example of a reflective lesson plan for listening Example of a reflective lesson plan for listening
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Teachers’ comments on reflective lesson planning Teachers’ comments on reflective lesson planning
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Conclusion Conclusion
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7 Reflective lesson planning: Promoting learner autonomy in the classroom
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Published:May 2009
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Abstract
This chapter suggests that much of the literature on autonomy in practice has focused on language learning outside the classroom context, since principles of autonomy are much more difficult to implement in a controlled learning environment. It argues that autonomy is an ideal which can be achieved in a classroom context through a reconceptualisation of how teachers plan their lessons. One way to do this is through reflective lesson planning (RLP). RLP ensures that teachers consider more than language goals when planning their lessons. Teachers also need to think about goals which involve learners more in their learning and promote the active use of learner strategies as a way of promoting greater autonomy. But autonomy is not an all-or-nothing concept, and several writers have argued for degrees of autonomy. The classroom context is one situation in which learners can begin to take control of their learning.
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