Metody cizojazyčné výuky podporující princip autonomie žáka
| Title in English | Foreign language teaching methods supporting the principle of learner autonomy |
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| Authors | |
| Year of publication | 2006 |
| Type | Article in Proceedings |
| Conference | Sborník z konference Autonomie v procesu učení a vyučování cizího jazyka |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | foreign language teaching; methods; learner autonomy |
| Description | The concept of learner autonomy can be seen as a relatively reliable criterion distinguishing modern methods from traditional ones. Traditional methods (grammar-translation method, direct method, audio-lingual method) differed from each other in many respects. However, none of them ever challenged the principle of the teacher s dominance in the teaching and learning process. The first method that brought a major change in the role of the learner was Silent Way. Even though its use today is very limited, its role in inspiring the mainstream communicative approach in the area of learner roles and learner autonomy is undeniable. Other alternative methods of the 1960s also enhanced the role of the learner and his autonomy (e.g. TPR, Community Language Learning), the only exception being Suggestopaedia, which promoted different principles, especially the infantilization of the learner. Nowadays, the communicative approach and similar modern approaches (Task-Based Approach, Lexical Approach, Strategy-Based Instruction) exploit the principle of learner autonomy to the full. However, this does not remove the burden off the teacher, who becomes responsible for learner training and the support of learner autonomy. |
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