BibTex RIS Kaynak Göster

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

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

Zeynep Munzur

Öz

This paper is intended to remind language educators to enhance student’s learning and develop learner autonomy through portfolio as a learning tool. It aims to show the progress done in the field of autonomy and the portfolio in language learning. Since these two terms are not new, this paper aims at discussing the concept of autonomy and its different interpretations, and benefits of the use of portfolio during the process of raising autonomy in learning a foreign language The paper begins with definitions and brief theoretical information about learner autonomy. Then, it introduces the English Language Portfolio and portfolio assessment, and benefits of it considering the relationship between autonomy and portfolio in language learning classrooms. The paper implies that the use of portfolio, as a learning tool, is vital to promote learner autonomy in the language learning. Finally, it presents three examples of the portfolio in different institutions; along with a conclusion. I hope this paper will be useful to language teachers who wish to promote learner autonomy through portfolios and reconsider their foreign language curriculum in their own contexts

Anahtar Kelimeler

Autonomy learner autonomy portfolio portfolio assessment

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
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zeynep Munzur Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Sayı: 2

Kaynak Göster

APA Munzur, Z. (2012). Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki. Journal of Education and Future, 1(2), 75-92.
AMA Munzur Z. Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki. JEF. Haziran 2012;1(2):75-92.
Chicago Munzur, Zeynep. “Portföy Kullanımı Ile Öğrenen Özerkliğinin Teşviki”. Journal of Education and Future 1, sy. 2 (Haziran 2012): 75-92.
EndNote Munzur Z (01 Haziran 2012) Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki. Journal of Education and Future 1 2 75–92.
IEEE Z. Munzur, “Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki”, JEF, c. 1, sy. 2, ss. 75–92, 2012.
ISNAD Munzur, Zeynep. “Portföy Kullanımı Ile Öğrenen Özerkliğinin Teşviki”. Journal of Education and Future 1/2 (Haziran 2012), 75-92.
JAMA Munzur Z. Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki. JEF. 2012;1:75–92.
MLA Munzur, Zeynep. “Portföy Kullanımı Ile Öğrenen Özerkliğinin Teşviki”. Journal of Education and Future, c. 1, sy. 2, 2012, ss. 75-92.
Vancouver Munzur Z. Portföy Kullanımı ile Öğrenen Özerkliğinin Teşviki. JEF. 2012;1(2):75-92.