Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki

Yıl 2012, Sayı: 2, 75 - 92, 01.06.2012

Zeynep Munzur

Öz

Anahtar Kelimeler

-

Kaynakça

• Baltes, P.B. and Staudinger, U.M. (1996). ‘Interactive minds in a life-span perspective: prologue’ in Baltes, P.B. and Staudinger, U.M. (eds.), Interactive Minds: Life-Span Perspectives on the Social Foundation of Cognition, Cambridge: Cambridge University Press, 1-32.
• Barnes, D. (1976). From Communication to Curriculum Harmondsworth: Penguin.
• Boud , P. (1981). Developing Student Autonomy in Learning London: Kogan Page.
• CEFR (1996) http://www.coe.int/lang,section’ Common European Framework of Reference for Languages’.
• Council of Europe (2000). Common European Framework of Reference for Language Learning: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. [Available at http://www.coe.int/lang,section’ Common European Framework of Reference for Languages’].
• Council of Europe (2006). A user’s guide to the European Language Portfolio reference documents. Strasbourg: Council of Europe. [Available at http://www.coe.int/portfolio,section ’ Procedure for validation’]
• Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.
• Dickinson, L. and Carver, D. (1980). ‘Learning how to learn: steps towards self- direction in foreign language learning in schools’ ELT Journal 35/1, 1-7.
• Dressel and Thompson (1973). Independent Study: a new interpretation of Concepts, Practices and Problems San Francisco: Jossey-Bass.
• Ellis, G. (2000). Learner Autonomy: The next phase? In B.Sinclair, I.McGrath and Terry Lamb (eds.), Learner Autonomy, teacher autonomy: Future Directions. London: Longman 75-88.
• Gardner, D. (2000). “Self-assessment for autonomous language learners”. Links and Letters 7: 49-60.
• Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice theory, and research. Cresskill: Hampton Press.
• Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.)
• Kohonen, V. (2001a). Towards experiential learning in foreign language education. In V. Kohenen and R. Jaatinen, P. Kaikkonene and J. Lehtovaare: Experiential learning in foreign language education. London: Longman, 8-60.
• Lacey, F. (2007). Autonomy, never, never, never Independence (42), 4-8.
• Lenz, P. and G. Schnieder (2000). ‘Developing the Swiss Model of the European Language Portfolio’ in Common European Framework of Refernce for language: Learning, teaching, assessment. Case Studies: 68-86. Strasbourg: Council of Europe.
• Little, D. (1990). Autonomy in language learning. In I. Gathercole (Ed.), Autonomy in language learning: 7-15. London: CILT.
• Little, D. (1991). Learner Autonomy 1: Definitions, issues, problems. Dublin. Authentik.
• Little, D. (1997). Autonomy and autonomous learners. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning: 69-72. London: Routledge.
• Little, D. (2000). Why focus on learning rather than teaching? In D. Little, L. Dam, & J. Timmer (Eds.), Focus on Learning Rather than Teaching: Why and How? Papers from the Internaitonal association of Teachers of English as a Foreign Language (IATEFL) Conference (Krakow, Poland, may 14-16, 1998): 3-17. Dublin, Ireland: Centre for Languages and Communication Studies. Trinity College.
• Little, D. (2001). We’re all in together: exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F.Kjisik & J. Nordlund. (eds.), All together now. Helsinki: University of Helsinki, Language Centre, 45-56.
• Little, D. (2003). The European Language Portfolio in use: nine examples. Strasbourg: Council of Europe. (wwwcoe.int/portfolio)
• Little, D. (2005). The Common European Framework and the European Language Portfolio: Involving learners and their judgments in the assessment process. Language Testing 22.3, 321-336.
• Little, D. (2007). Language Learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1.1, 14-29.
• Little, D., J. Ridley & E. Ushioda (2002). Towards greater learner autonomy in the foreign language classroom. (Report on an Irish research-and-development project 1998-2001). Dublin: Authentik.
• Littlewood, W. (1996). ‘Autonomy: an anatomy and a framework’. System, 24:4, 427-435.
• Nunan, D. (1996). ‘Towards autonomous learning: some theoretical, empirical and practical issues’ in Pemberton, R., Li, E.S.L., Or, W.W.F. and Pierson, H.D. (eds.)
• Nunan, D. (2003). Practical English language Teaching. New York: Mc Graw-Hill.
• Salmon, P. (1998). Life at school. Education and psychology. London: Constable.
• Sinclair, B. (2000). Learner Autonomy: The next phase? In B.Sinclair, I.McGrath and Terry Lamb (eds.), Learner Autonomy, teacher autonomy: Future Directions. London: Longman 4-14.
• Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson & P. Voller (Eds.), Autonomy and Independence in language learning: 98-113. London: Longman.
• Vygotsky, L.S. (1978). Mind in Society: the Development of Higher Psychological Processes. Harvard University Press.
• Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki