Establishing Self-Access:From Theory to Practice

目录
PART1 THEORETICAL PERSPECTIVES
1 Background to self-access language learning
1.1 Introduction
1.2 Definitions
1.3 Elements of self-access
1.4 Issues in establishing self-access
1.5 SALL environments
1.6 Justifying SALL
1.7 The costs of SALL
1.8 Summary
1.9 Tasks
1.10 For discussion
2 Learners'and teachers'beliefs and attitudes about language learning
2.1 Introduction
2.2 Learners'beliefs about language learning
2.3 Teachers'beliefs about language learning
2.4 Differences between learners'and teachers'beliefs about language learning
2.5 Cultural influences
2.6 Preparing learners for self-access language learning
2.7 Preparing teachers for self-access language learning
2.8 Learners'and teachers'beliefs about self-access language learning
2.9 Summary
2.10 Tasks
2.11 For discussion
3 A typology of self-access
3.1 Introduction
3.2 Types of self-access facilities
3.3 Learner support structures
3.4 A self-access typology
3.5 Self-access system flexibility
3.6 Summary
3.7 Tasks
3.8 For discussion
4 Management of self-access facilities
4.1 Introduction
4.2 Defining management
4.3 Approaches to management
4.4 Managing a self-access centre
4.5 Managing classroom self-access
4.6 Involving learners
4.7 Training managers
4.8 Evaluation
4.9 Summary
4.10 Tasks
4.11 For discussion
PART2 PRACTICAL PERSPECTIVES
5 Learner profiles
5.1 Introduction
5.2 A definition of a learner profile
5.3 The goals of using learner profiles
5.4 The benefits to leachers
5.5 The benefits to teachers
5.6 What a learner profile looks like
5.7 Constructing learner profiles
5.8 Updating profiles
5.9 Access to information
5.10 Summary
5.11 Tasks
5.12 For discussion
6 Matcrials for self-access language learning
6.1 Introduction
6.2 Published language-learning materials
6.3 Authentic materials
6.4 Specially produced materials
6.5 Student contributions to materials
6.6 A note about generic materials
6.7 Stocking a self-access centre
6.8 Knowing how good your materials are
6.9 Implications for self-access materials development
6.10 Summary
6.11 Tasks
6.12 For discussion
7 Self-access activities
7.1 Introduction
7.2 Getting started
7.3 Ideas for self-access activities
7.4 General activities in a self-access centre
7.5 Summary
7.6 Tasks
7.7 For discussion
8 Physical settings and resourcing
8.1 Introduction
8.2 The classroom
8.3 Library
8.4 Self-access centres
8.5 Summary
8.6 Tasks
8.7 For discussion
9 From teacher-directed to self-access learning
9.1 Introduction
9.2 Getting started in self-access learning
9.3 Designing and implementing self-access learning
9.4 Reflecting on self-access
9.5 Summary
9.6 Tasks
9.7 For discussion
10 Counselling
10.1 Introduction
10.2 Classroom teachers and self-access counsellors
10.3 Managing counsellors
10.4 Practical skills for working in a SAC
10.5 Counsellor training
10.6 Effective counselling
10.7 Non-counselling duties
10.8 Alternative counselling
10.9 Summary
10.10 Tasks
10.11 For discussion
11 Assessment in self-access learning
11.1 Introduction
11.2 Purposes of assessment
11.3 Kinds of assessment
11.4 The content of assessments
11.5 The administration of assessments
11.6 Using the results of assessments
11.7 Summary
11.8 Tasks
11.9 For discussion
12 Evaluation of self-access language learning
12.1 Introduction
12.2 Reasons for evaluating self-access learning
12.3 Measuring efficiency and effectiveness
12.4 The focus and effect of evaluations
12.5 Deciding what to evaluate
12.6 Matching evaluations to self-access goals
12.7 Evaluation tools
12.8 Sources of data
12.9 A step-by-step guide to conducting an evaluation of self-access
12.10 Summary
12.11 Tasks
12.12 For discussion
PART3 CASE STUDIES
13 Introduction
14 Case study I:Self-access in a primary school
15 Case study 2:Self-access in a secondary school
16 Case study 3:Self-access in a university
17 Case study 4:Self-access in a private language school
References
Index
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