Maintaining control: Autonomy and language learning

Maintaining Control: Autonomy and Language Learning

Volumn , Issue , 2009, Pages 1-292

  Pemberton, Richard ^a   Toogood, Sarah ^b   Barfield, Andy ^c  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

^b HONG KONG UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Hong Kong)

^c CHUO UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84898223118     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (383)

1. Akhtar, N. & M. Tomasello. 1998. Intersubjectivity in early language learning and use. In Intersubjective Communication and Emotion in Early Ontogeny, ed. S. Bråten. 316-35. Cambridge: Cambridge University Press.
2. Alderman, M. K. 1985. Achievement motivation and the preservice teacher. In Motivation Theory and Practice for Preservice Teachers, eds. M. K. Alderman & M. W. Cohen. 37-51. Washington, DC: ERIC Clearing House on Teacher Education.
3. Alexander, R. 2000. Culture and Pedagogy: International comparisons in primary education. Oxford: Blackwell.
4. Aoki, N. 1994. Autonomy in Asia. Learning Learning 1(4): 9-12. Newsletter of the JALT Learner Development Special Interest Group.
5. Aoki, N. 1999. Affect and the role of teacher in the development of learner autonomy. In Affect in Language Learning, ed. J. Arnold. 142-54. Cambridge: Cambridge University Press.
6. Aoki, N. 2001. The institutional and psychological contexts of learner autonomy. In Learner Autonomy: New insights, ed. L. Dam. AILA Review 15: 82-90.
7. Aoki, N. 2002. Aspects of teacher autonomy: Capacity, freedom, and responsibility. In Learner Autonomy 7: Challenges to research and practice, eds. P. Benson & S. Toogood. 111-24. Dublin: Authentik.
8. Aoki, N. 2003. Learner autonomy, teacher autonomy and the process of becoming a pro-autonomy teacher: Theoretical perspectives and life stories of six teachers of Japanese as a second language. PhD thesis. Trinity College Dublin, Ireland.
9. Aoki, N with Y. Hamakawa. 2003. Asserting our culture: Teacher autonomy from a feminist perspective. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 240-53. Basingstoke: Palgrave Macmillan.
10. Aoki, N with M. Yagi. 2006. Teacher autonomy, commitment to the profession, and teacher's personal autonomy. In The Canarian Conference on Developing Autonomy in the Classroom: Each piece of the puzzle enriches us all, eds. L. B. Wolff & J. L. V. Batista. CD-ROM. Canarias: Gobierno de Canarias.
11. Auerbach, E. 2007. Necessary contradictions... and beyond. In Reconstructing Autonomy in Language Education: Inquiry and innovation, eds. A. Barfield & S. H. Brown. 84-92. Basingstoke: Palgrave Macmillan.
12. Bailly, S., Garcia, F. & P. Riley. 2005. Cultural variation in folk models of teaching and learning. TESOL Spain Newsletter 30: 4-5.
13. Barfield, A, Ashwell, T., Carroll, M., Collins, K., Cowie, N., Critchley, M., Head, E., Nix, M., Obermeier, A. & M. C. Robertson. 2002. Exploring and defining teacher autonomy: A collaborative discussion. In Developing Autonomy: Proceedings of the JALT CUE 2001 Conference, Shizuoka, Japan, eds. A. S. Mackenzie & E. McCafferty. 217-22. Tokyo: JALT College and University Educators Special Interest Group.
14. Barnes, D. 1976. From Communication to Curriculum. Harmondsworth: Penguin.
15. Beetham, H. & R. Sharpe, eds. 2007. Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning. London: Routledge.
16. Bell, J. & R. Gower. 1993. Upper Intermediate Matters. Harlow: Longman.
17. Benson, P. 1997. The philosophy and politics of learner autonomy. In Autonomy and Independence in Language Learning, eds. P. Benson & P. Voller. 18-34. London: Longman.
18. Benson, P. 2001. Teaching and Researching Autonomy in Language Learning. Harlow: Longman.
19. Benson, P. 2002a. Autonomy and communication. In Learner Autonomy 7: Challenges to research and practice, eds. P. Benson & S. Toogood. 10-28. Dublin: Authentik.
20. Benson, P. 2002b. Rethinking the relationship of self-access and autonomy. Self-Access Language Learning 5: 4-8. Newsletter of the Hong Kong Association for Self-Access Learning and Development. http://www.cityu.edu.hk/ elc/HASALD/newsletter/newsletters.html (accessed 29 December 2007).
21. Benson, P. 2003. Learner autonomy in the classroom. In Practical English Language Teaching, ed. D. Nunan. 289-308. New York: McGraw Hill.
22. Benson, P. 2007a. Autonomy in language teaching and learning. 'State of the art' article. Language Teaching 40(1): 21-40.
23. Benson, P, ed. 2007b. Learner Autonomy 8: Teacher and learner perspectives. Dublin: Authentik.
24. Benson, P. 2007c. Introduction. In Learner Autonomy 8: Teacher and learner perspectives, ed. P. Benson. 1-4. Dublin: Authentik.
25. Chik, A. & H-Y. Lim. 2003. Becoming autonomous in an Asian context: Autonomy as a sociocultural process. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 23-40. Basingstoke: Palgrave Macmillan.
26. Benson, P & W. Lor. 1998. Making Sense of Autonomous Language Learning. English Centre Monograph No. 2. Hong Kong: The University of Hong Kong.
27. Benson, P & D. Nunan, eds. 2002. The experience of language learning. Special issue, Hong Kong Journal of Applied Linguistics 7(2).
28. Benson, P & D. Nunan, eds. 2005. Learners' Stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
29. Benson, P & P. Voller, eds. 1997. Autonomy and Independence in Language Learning. Harlow: Longman.
30. Blin, F. 1999. CALL and the development of learner autonomy. In WORLDCALL: Global perspectives on computer-assisted language learning, eds. R. Debski & M. Levy. 133-49. Lisse: Swets and Zeitlinger.
31. Block, D. 2001. Foreign nationals on a PGCE modern language course: Questions of national identity. European Journal of Teacher Education 24(3): 291-311.
32. Benson, P. 2003. The Social Turn in Second Language Acquisition. Washington, DC: Georgetown University Press.
33. Benson, P & D. Cameron, eds. 2002. Globalization and Language Teaching. London: Routledge.
34. Boud, D. 1988. Developing Student Autonomy in Learning. London: Kogan Page.
35. Boulton, A. 2007. But where is the proof? The need for empirical evidence for data-driven learning. Paper presented at the 40th annual meeting of the British Association for Applied Linguistics, 6-8 September, Edinburgh University.
36. Breen, M., Candlin, C., Dam, L. & G. Gabrielsen. 1989. The evolution of a teacher training programme. In The Second Language Curriculum, ed. R. K. Johnson. 111-35. Cambridge: Cambridge University Press.
37. Benson, P, Hird, B., Milton, M., Oliver, R. & A. Thwaite. 2001. Making sense of language teaching: Teachers' principles and classroom practices. Applied Linguistics 22(4): 470-501.
38. Brumfit, C. 2001. Individual Freedom in Language Teaching. Oxford: Oxford University Press.
39. Bruner, J. S. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
40. Burely-Allen, M. 1995. Listening: The forgotten skill. New York: John Wiley and Sons.
41. Butt, R., Raymond, D., McCue, G. & L. Yamagishi. 1992. Collaborative autobiography and the teachers' voice. In Studying Teachers' Lives, ed. I. F. Goodson. 51-99. London: Routledge.
42. Caley, K. J. 2007. New tools for English language teaching. In Actas-II, X Simposio Internacional de Comunicación Social, Centro de Linguística Aplicada, Santiago de Cuba, eds. L. Ruiz Miyares, A. Muñoz Alvarado & C. Álvarez Moreno. 767-71. Santiago de Cuba: Centro de Linguística Aplicada.
43. Cameron, D. 1995. Verbal Hygiene. London: Routledge.
44. Cameron, D. 2002. Globalization and the teaching of communication skills. In Globalization and Language Teaching, eds. D. Block & D. Cameron. 67-82. London: Routledge.
45. Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
46. Candy, P. C. 1991. Self-direction for Lifelong Learning. San Francisco, CA: Jossey- Bass.
47. Carrell, P. L., Pharis, B. G. & J. C. Liberto. 1989. Metacognitive strategy training for ESL reading. TESOL Quarterly 23(4): 647-78.
48. Carroll, M. & E. Head. 2003. Institutional pressures and learner autonomy. In Autonomy You Ask!, eds. A. Barfield & M. Nix. 69-86. Tokyo: JALT Learner Development Special Interest Group.
49. Carter, K. 1993. The place of story in the study of teaching and teacher education. Educational Researcher 22(1): 5-12, 18.
50. Carton, F. 1997. Ethnographie comparée de la salle de classe en France et en Grande-Bretagne. Mélanges Pédagogiques 23: 11-26. CRAPEL, Université Nancy 2. http://revues.univ-nancy2.fr/melangesCrapel/ article-melange.php3?id-article=66 (accessed 29 December 2007).
51. Carton, F. & P. Riley, eds. 2003. Vers une compétence plurilingue. Special issue, Le français dans le monde. Paris: CLE International.
52. Cenoz, J. & U. Jessner, eds. 2000. English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters. Centre for Information on Language Teaching and Research (CILT), Association for Language Learning and University Council of Modern Languages. 2003. Language Trends 2003. London: CILT. http://www.cilt.org.uk/research/languagetrends/2003/Languagetrends2003.pdf (accessed 29 December 2007).
53. Chalon, Y. 1970. Pour une pédagogie sauvage [Toward a 'natural' pedagogy]. Mélanges Pédagogiques 1: 1-7. CRAPEL, Université Nancy 2. http://revues.univ-nancy2.fr/melangesCrapel/article-melange.php3?id- article=89 (accessed 29 December 2007).
54. Chik, A. 2007. From learner identity to learner autonomy: A biographical study of two Hong Kong learners of English. In Learner Autonomy 8: Insider perspectives on autonomy in language teaching and learning, ed. P. Benson. 41- 60. Dublin: Authentik.
55. Ciekanski, M., Duda, R. & K. Horwinski. 2003. Apprenants plurilingues au Centre de Langues du Luxembourg. In Vers une compétence plurilingue, eds. F. Carton & P. Riley. 155-62. Special issue, Le français dans le monde. Paris: CLE International.
56. Clandinin, D. J. & F. M. Connelly. 1995. Teachers' Professional Knowledge Landscape. New York: Teachers College Press.
57. Clark, H. A. & E. V. Clark. 1977. Psychology and Language: An introduction to psycholinguistics. New York: Harcourt Brace Jovanovich.
58. Connelly, F. M. & D. J. Clandinin. 1988. Teachers as Curriculum Planners: Narratives of experience. New York: Teachers College Press.
59. Cotterall, S. 1995. Readiness for autonomy: Investigating learner beliefs. System 23(2): 195-205.
60. Cotterall, S. 1999. Key variables in language learning: What do learners believe about them? System 27(4): 493-513.
61. Cotterall, S. 2000. Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal 54(2): 109-17.
62. Cotterall, S & R. Cohen. 2003. Scaffolding for second language writers: Producing an academic essay. ELT Journal 57(2): 158-66.
63. Council for Cultural Cooperation. 2000.European Language Portfolio (ELP): Principles and guidelines. Strasbourg: Council of Europe (DGIV/EDU/LANG (2000) 33). http://www.pubblica.istruzione.it/argomenti/portfolio/allegati/principi- inglese.rtf and http://www.tcd.ie/slscs/clcs/research/projects/elp/assets/doc/ principles-and-guidelines.doc (accessed 29 December 2007).
64. Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
65. Council of Europe. 2006. European Language Portfolio: Key reference documents. Strasbourg: Council of Europe. http://www.coe.int/portfolio (accessed 29 December 2007).
66. Crabbe, D., Hoffmann, A. & S. Cotterall. 2001. Examining the discourse of learner advisory sessions. In Learner Autonomy: New insights, ed. L. Dam. AILA Review 15: 2-15.
67. Crookes, G. & R. Schmidt. 1991. Motivation: Reopening the research agenda. Language Learning 41(4): 469-512.
68. Curriculum Development Council. 2005. English Language Education Key Learning Areas: Proposed new senior secondary curriculum and assessment framework. Curriculum Development Council, Education and Manpower Bureau, Hong Kong: Government Logistics Department.
69. Curriculum Development Institute. 2004. Self-Access Language Learning (SALL) in Hong Kong Secondary Schools (2001-2003). Curriculum Development Institute, English Language Education Section, Education and Manpower Bureau, Hong Kong: Government Logistics Department.
70. Dam, L. 1993. Learner autonomy implemented: Where and how to get started. Paper presented at the 10th World Congress of AILA in the special symposium on autonomy in language learning, 8-12 August, Amsterdam.
71. Dam, L. 1995. Learner Autonomy 3: From theory to classroom practice. Dublin: Authentik.
72. Dam, L. 1999a. Dennis the Menace - And autonomy. In The Construction of Knowledge, Learner Autonomy and Related Issues in Foreign Language Learning, eds. B. Missler & U. Multhaup. 11-26. Essays in Honour of Dieter Wolff. Tübingen: Stauffenburg Verlag.
73. Dam, L. 1999b. How to develop autonomy in a school context - how to get teachers to change their practice. In Autonomes Fremdsprachenlernen, eds. C. Edelhoff & R. Weskamp. 113-33. Ismaning, München: Max Hueber Verlag.
74. Dam, L. 2000. Why focus on learning rather than theory? From theory to practice. Focus on Learning Rather Than Teaching: Why and how? Papers from the IATEFL Conference on Learner Independence, Kraków, 14-16 May 1998, eds. D. Little, L. Dam & J. Timmer. 18-37. Centre for Language and Communication Studies, Trinity College Dublin.
75. Dam, L. 2003. Developing learner autonomy: The teacher's responsibility. In Learner Autonomy in the Foreign Language Classroom: Teacher, learner, curriculum and assessment, eds. D. Little, J. Ridley & E. Ushioda. 135-46. Dublin: Authentik.
76. Dam, L. 2006. Developing learner autonomy: Looking into learners' logbooks. In Investigating and Facilitating Language Learning. Papers in Honour of Lienhard Legenhausen, eds. M. Kötter, O. Traxel & S. Gabel. 265-82. Trier: Wissenschaflicher Verlag.
77. Dam, L, Eriksson, R., Little, D., Miliander, J. & T. Trebbi. 1990. Towards a definition of autonomy. In Third Nordic Workshop on Developing Autonomous Learning in the FL Classroom. Bergen. 11-14 August, 1989: Report, ed. T. Trebbi. 102-3. Bergen: Institutt for pracktisk pedagogikk, Universitet i Bergen. http://www2.warwick.ac.uk/fac/soc/al/research/groups/llp/circal/dahla/ archive/trebbi-1990/(accessed 23 September 2008).
78. Dam, L, & G. Gabrielsen. 1988. Developing learner autonomy in a school context: A six-year experiment beginning in the learners' first year of English. In Autonomy and Self-directed Learning: Present fields of application, ed. H. Holec. 19-30. Strasbourg: Council of Europe.
79. Dam, L, & L. Legenhausen. 1996. The acquisition of vocabulary in an autonomous learning environment - The first months of beginning English. In Taking Control: Autonomy in language learning, eds. R. Pemberton, E. S. L. Li, W.W.F. Or & H. D. Pierson. 265-80. Hong Kong: Hong Kong University Press.
80. Dam, L, & L. Legenhausen. 2001. Case studies of individual learners in an autonomous language classroom-beginners' level. In All Together Now. Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000, eds. L. Karlsson, F. Kjisik & J. Nordlund. 65-84. Helsinki: University of Helsinki Language Centre.
81. de Charms, R. 1984. Motivation enhancement in educational settings. In Research on Motivation in Education: Vol. 1, Student Motivation, eds. R. Ames & C.Ames. 275-310. New York: Academic Press.
82. de Coninck-Smith, N. 2004. Reflections on the constructions of Nordic parenthood in the 20th century. Paper presented at the Symposium on Motherhood Constructions - Fatherhood Constructions. Comparing Nordic Countries and the U.S., 21-23 May 2003, Centre for Women's Studies and Gender Research, University of Oslo. http://www.skk.uio.no/Arkiv/motherhood/coninck-smith-030521.html (accessed 29 December 2007).
83. Deci, E. L. 1980. The Psychology of Self-determination. Lexington, MA: D. C. Heath.
84. Deci, E. L with R. Flaste, 1996. Why We Do What We Do: Understanding self-motivation. New York: Penguin.
85. Deci, E. L & J. Porac. 1978. Cognitive evaluation theory and the study of human motivation. In The Hidden Costs of Reward: New perspectives on the psychology of human motivation, eds. M. R. Lepper & D. Greene. 49-76. Hillsdale, NJ: Erlbaum.
86. Deci, E. L & R. M. Ryan. 1985. Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum Press.
87. Deci, E. L & R. M. Ryan. 1987. The support of autonomy and the control of behavior. Journal of Personality and Social Psychology 53(6): 1024-37.
88. Deci, E. L & R. M. Ryan. 1991. A motivational approach to self: Integration in personality. In Nebraska Symposium on Motivation, 1990, Volume 38: Perspectives on motivation, ed. R. A. Dienstbier. 237-88. University of Nebraska Press.
89. Deci, E. L & R. M. Ryan. 1992. The initiation and regulation of intrinsically motivated learning and achievement. In Achievement and Motivation: A social developmental perspective, eds. A. K. Boggiano & T. S. Pittman. 9-36. Cambridge: Cambridge University Press.
90. Deci, E. L, Vallerand, R. J., Pelletier, L. G. & R. M. Ryan. 1991. Motivation and education: The self-determination perspective. Educational Psychologist 26(3/4): 325- 46.
91. DeLoache, J. & A. Gottlieb, eds. 2000. A World of Babies: Imagined childcare guides for seven societies. Cambridge: Cambridge University Press.
92. Denzin, N. K. & Y. S. Lincoln. 2000. Introduction: The discipline and practice of qualitative research. In Handbook of Qualitative Research, eds. N. K. Denzin & Y. S. Lincoln. 1-28. 2nd ed. Thousand Oaks, CA: Sage.
93. Department for Education and Skills. 2002. Education and Skills: Delivering results. A Strategy to 2006. London: Department for Education and Skills.
94. Department for Education and Skills. 2003. Pupil Absences in Schools in England: 2002/3 (Revised). Statistical first release, Ref 24/2003, released 10 December 2003. London: Department for Education and Skills.
95. Department for Education and Skills. 2004. Permanent Exclusions from Schools and Exclusion Appeals in England 2002/2003 (Provisional). Statistical first release, Ref SFR16/2004, released 27 May 2004. London: Department for Education and Skills.
96. Dickinson, L. 1995. Autonomy and motivation: A literature review. System 23(2): 165-74.
97. Dickinson, L & D. Carver. 1980. Learning how to learn: Steps towards self-direction in foreign language learning. ELT Journal 35(1): 1-7.
98. Dörnyei, Z. 1994. Understanding L2 motivation: On with the challenge? Modern Language Journal 78(4): 515-23.
99. Dörnyei, Z. 1996. Moving language learning motivation to a larger platform for theory and practice. In Language Learning Motivation: Pathways to the new century, ed. R. L. Oxford. 71-80. Honolulu: University of Hawaii Press.
100. Dörnyei, Z. 1998. Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3): 203-29.
101. Dörnyei, Z. 2001a. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
102. Dörnyei, Z. 2001b. Teaching and Researching Motivation. Harlow: Pearson Educational.
103. Duda, R. & P. Riley, eds. 1990. Learning Styles. Nancy: Presses Universitaires de Nancy.
104. Dunbar, K. 2004. The academic writing course - bringing about change? In Proceedings of the 6th Biennial Tertiary Writing Network Colloquium, ed. D. Wallace. 157-64. Victoria University of Wellington, New Zealand.
105. Dunbar, K. In progress. Becoming an academic writer in a second language: A longitudinal exploration of the development of ESL academic writing. Unfinished PhD thesis. Victoria University of Wellington, New Zealand.
106. Edge, J. 1992. Cooperative Development: Professional self-development through cooperation with colleagues. London: Longman.
107. Edge, J. 2002. Continuing Cooperative Development. Ann Arbor: University of Michigan Press.
108. Edge, J. & K. Richards, eds. 1993. Teachers Develop Teachers Research: papers on classroom research and teacher development. Oxford: Heinemann.
109. Education Department, Hong Kong. 2001. Self-access Language Learning for Secondary Schools in Support of CDC English Language Education Curriculum. English Section, Education Department, Hong Kong: Government Printer.
110. Education for All: The quality imperative 2004. EFA Global Monitoring Report 2005. Paris: UNESCO. http://unesdoc.unesco.org/images/0013/001373/ 137333e.pdf (accessed 29 December 2007).
111. Elbaz, F. 1991. Research on teachers' knowledge: The evolution of a discourse. Journal of Curriculum Studies 23(1): 1-19.
112. Engeström, Y. 1990. Working and Imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit.
113. Eriksson, R. 1993. Teaching Language Learning, In-service Training for Communicative Teaching and Self-directed Learning in English as a Foreign Language. Göteborg: Acta Universitatis Gothoburgensis.
114. Esch, E., ed. 1994. Self-access and the Adult Learner. London: CILT.
115. Esch, E. 1996. Promoting learner autonomy: Criteria for the selection of appropriate methods. In Taking Control: Autonomy in language learning, eds. R. Pemberton, E. S. L. Li., W. W. F. Or & H. D. Pierson. 35-48. Hong Kong: Hong Kong University Press.
116. Esch, E., & R. L. Cleary. 1999. Learner interaction and broadband network. In Media Multimedia Omnimedia, eds. G. Hogan-Brun & U. O. H. Jung. 43-53. Frankfurt am Main: Peter Lang.
117. Esch, E., & C. Zähner. 2000. The contribution of information communication technology to language learning environments or the mystery of the secret agent. ReCall 12(1): 5-19.
118. Estradas, M. 2007. Perspectives on teacher autonomy: An investigation into teacher autonomy and its relationship with the development of learner autonomy. PhD thesis. University of Nottingham, UK.
119. Fairclough, N. 1992. Introduction. In Critical Language Awareness, ed. N. Fairclough. 1-29. London: Longman.
120. Fan, J. & J. Pang, eds. 2005. Selected Papers from the International Conference on Autonomy and Language Learning: Maintaining control. Hangzhou: Zhejiang University Press.
121. Fenwick, T. 2001. Questioning the concept of the learning organization. In Knowledge, Power and Learning, eds. C. Paechter, M. Preedy, D. Scott & J.Soler. 74-88. London: Paul Chapman in association with Open University Press.
122. Findley, M. J. & H. M. Cooper. 1983. Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology 44(2): 419- 27.
123. Flavell, J. H. 1979. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist 34(10): 906-11.
124. Flowerdew, J. & L. Miller. 2004. Second Language Listening: From theory to practice. New York: Cambridge University Press.
125. Foucault, M. 1980. Power/Knowledge: Selected interviews and other writings 1972- 1977. Sussex: The Harvester Press.
126. Foucault, M. 1984. The History of Sexuality: An introduction. Harmondsworth: Peregrine.
127. Foucault, M. 1991. Discipline and Punish. London: Penguin.
128. Freeman, D. 1998. Doing Teacher Research. New York: Heinle & Heinle.
129. Freeman, D & S. Cornwell, eds. 1993. New Ways in Teacher Education. Alexandria, VA: TESOL.
130. Freire, P. 1972. Pedagogy of the Oppressed. London: Penguin.
131. Gardner, D., ed. 2007. Learner Autonomy 10: Integration and support. Dublin: Authentik.
132. Gardner, D & L. Miller, eds. 1994. Directions in Self-Access Language Learning. Hong Kong: Hong Kong University Press.
133. Gardner, D & L. Miller. 1996. Tasks for Independent Language Learning. Alexandria, VA: TESOL.
134. Gardner, D & L. Miller. 1999. Establishing Self-Access: Theory to practice. Cambridge: Cambridge University Press.
135. Gardner, R. C. & W. E. Lambert. 1972. Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
136. Gibbs, B. 1979. Autonomy and authority in education. Journal of Philosophy of Education 13(1): 119-32.
137. Giddens, A. 1991. Modernity and Self-identity: Self and society in the late modern age. Cambridge: Polity.
138. Gillborn, D. & H. S. Mirza. 2000. Educational Inequality: Mapping race, class and gender. London: The Stationery Office.
139. Goh, C. 1997. Metacognitive awareness and second language listeners. ELT Journal 41(4): 361-9.
140. Goh, C. 1998. Emerging environments of English for academic purposes and the implications for learning materials. RELC Journal 29(1): 20-33.
141. Goh, C. 2000. A cognitive perspective on language learners' listening comprehension problems. System 28(1): 55-75.
142. Goodley, D., Lawthom, R., Clough, P. & M. Moore. 2004. Researching Life Stories: Method, theory and analyses in a biographical age. London: RoutledgeFalmer.
143. Goodson, I. F. 1991. History, context and qualitative methods. In Biography, Identity, and Schooling: Episodes in educational research, eds. I. F. Goodson & R. Walker. 114-36. Basingstoke: Falmer.
144. Goodson, I. F. 1992. Studying teachers' lives: An emergent field of inquiry. In Studying Teachers' Lives, ed. I. F. Goodson. 1-17. London: Routledge.
145. Granger, C. 2004. Silence in Second Language Learning. Clevedon: Multilingual Matters.
146. Gremmo, M-J. 1995. Conseiller n'est pas enseigner: le rôle du conseiller dans l'entretien de conseil. Mélanges Pédagogiques 22: 33-61. CRAPEL, Université Nancy 2. http://revues.univ-nancy2.fr/ melangesCrapel/IMG/pdf/04-gremmo.pdf (accessed 29 December 2007).
147. Gremmo, M-J & D. Abé. 1985. Teaching learning: Redefining the teacher's role. In Discourse and Learning, ed. P. Riley. 233-47. London: Longman.
148. Gremmo, M-J & P. Riley. 1995. Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System 23(1): 151-64.
149. Griffiths, R. & R. Sheen. 1992. Disembedded figures in the landscape: A reappraisal of L2 research on field dependence/independence. Applied Linguistics 13(2): 133-48.
150. Gu, Y. 2005. Opening session at the Beiwai Tutor Training Conference. Beijing: Beijing Foreign Studies University.
151. Guba, E. G. & Y. S. Lincoln. 1994. Competing paradigms in qualitative research. In Handbook of Qualitative Research, eds. N. K. Denzin & Y. S. Lincoln. 105- 17. Thousand Oaks, CA: Sage.
152. Habermas, J. 1972. Knowledge and Human Interests, trans. J. Shapiro. London: Heinemann.
153. Habermas, J. 1987. The Theory of Communicative Action. (Volume 2). Lifeworld and System: A critique of functionalist reason. Boston: Beacon Press.
154. Harding-Esch, E. 1977a. Self-directed Learning and Autonomy. Report of a seminar held at Cambridge, 13-15 December 1976. Department of Linguistics, University of Cambridge, and CRAPEL. Mimeo. http://www2.warwick.ac.uk/fac/soc/ al/research/groups/llp/circal/dahla/archive/esch-1977/(accessed 23 September 2008).
155. Harding-Esch, E. 1977b. Of some limits to autonomous programmes in language learning. In Self-directed Learning and Autonomy, ed. E. M. Harding-Esch. 67-76. Report of a seminar held at Cambridge, 13-15 December 1976. Department of Linguistics, University of Cambridge, and CRAPEL. Mimeo. http://www2.warwick.ac.uk/fac/soc/al/research/groups/llp/circal/dahla/archive/ esch-1977/chapter-4.pdf (accessed 23 September 2008).
156. Harding-Esch, E. 1982. The open-access sound and video library at the University of Cambridge: Progress report and development. System 10(1): 13-28.
157. Harding-Esch, E & A. Tealby. 1981. Counselling for language learning at the University of Cambridge - progress report on an experiment. Mélanges Pédagogiques 1981: 95-120. CRAPEL, Université Nancy 2. http://revues.univ-nancy2.fr/melangesCrapel/IMG/pdf/6harding-tealby.pdf (accessed 29 December 2007).
158. Hargreaves, D. H. 1994. The new professionalism: The synthesis of professional and institutional development. Teacher and Teacher Education 10(4): 423-38.
159. Hargreaves, D. H. 1999. The knowledge creating school. British Journal of Educational Studies 47(2): 122-44.
160. Harmer, J. 2001. The Practice of English Language Teaching. 3rd ed. London: Pearson Education.
161. Harrison, B. 2002. Photographic visions and narrative inquiry. Narrative Inquiry 12(1): 87-111.
162. Hawisher, G. E. & C. L. Selfe. 2000. Introduction: Testing the claims. In Global Literacy and the World-wide Web, eds. G. E. Hawisher & C. L. Selfe. 1-18. London: Routledge.
163. Healy, D. 1999. Theory and research: Autonomy and language learning. In CALL Environments: Research, practice and critical issues, eds. J. Egbert & E. Hanson-Smith. 391-402. Alexandria, VA: TESOL.
164. Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
165. Hendin, H. 1964. Suicide in Scandinavia. New York: Grune and Stratton.
166. Hidi, S. & J. Harackiewics. 2000. Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research 70(2): 151- 79.
167. Hobson, R. P. 1998. The intersubjective foundations of thought. In Intersubjective Communication and Emotion in Early Ontogeny, ed. S. Bråten. 283-96. Cambridge: Cambridge University Press.
168. Hoffmann, A. 1999. Discourse surrounding goals in an undergraduate ESL writing course. In Learner Autonomy in Language Learning: Defining the field and effecting change, eds. S. Cotterall & D. Crabbe. 127-38. Frankfurt am Main: Peter Lang.
169. Holec, H. 1979. Autonomie et apprentissage des langues étrangères. [Autonomy and Foreign Language Learning.] Strasbourg: Conseil de l'Europe/Council of Europe.
170. Holec, H. 1981. Autonomy and Foreign Language Learning. Oxford: Pergamon Press.
171. Holec, H. 1987. The learner as manager: Managing learning or managing to learn. In Learner Strategies in Language Learning, eds. A. Wenden & J. Rubin. 145-56. London: Prentice Hall.
172. Holliday, A. 2001. Achieving cultural continuity in curriculum innovation. In Innovation in English Language Teaching, eds. D. R. Hall & A. Hewings. 169- 77. London: Routledge.
173. Holliday, A. 2003. Social autonomy: Addressing the dangers of culturism in TESOL. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 110-26. Basingstoke: Palgrave Macmillan.
174. Holliday, A. 2005. The Struggle to Teach English as an International Language. Oxford: Oxford University Press.
175. Holstein, J. A. & J. F. Gubrium. 1995. The Active Interview. Thousand Oaks, CA: Sage Publications.
176. Hoven, D. 1999. CALL-ing the learner into focus: Towards a learner-centred model. In WORLDCALL: Global perspectives on computer-assisted language learning, eds. R. Debski & M. Levy. 149-68. Lisse: Swets and Zeitlinger.
177. Huberman, M. 1993. The Lives of Teachers, trans. J. Neufeld. London: Cassell.
178. Hutchinson, T. & A. Waters. 1987. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.
179. Hyland, F. 2004. Learning autonomously: Contextualising out-of-class English language learning. Language Awareness 13(3): 180-202.
180. Jahoda, G & I. M. Lewis, eds. 1988. Acquiring Culture: Cross-cultural studies in child development. London: Croom Helm.
181. Jalongo, M. R. & J. P. Isenberg. 1995. Teachers' Stories: From personal narrative to professional insight. San Francisco, CA: Jossey-Bass.
182. James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R., Swaffield, S. & D. Wiliam. 2006. Learning How to Learn: Tools for schools. London: Routledge.
183. James, M, McCormick, R., Black, P., Carmichael, P., Drummond, M-J., Fox, A., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, S., Swann, J. &D. Wiliam. 2007. Improving Learning How to Learn: Classrooms, schools and networks. London: Routledge.
184. James, M & D. Pedder. 2006. Beyond method: Assessment and learning practices and values. The Curriculum Journal 17(2): 109-38.
185. Janne, H. 1977. Organisation, contenu et méthodes de l'éducation des adultes. [Organisation, content and methods of adult education.] Report CCC/EES 77: 3E. Strasbourg: Council of Europe.
186. Johnson, M. 2004. A Philosophy of Second Language Acquisition. New Haven: Yale University Press.
187. Kelchtermans, G. 1993. Getting the story, understanding the lives: From career stories to teachers' professional development. Teaching and Teacher Education 9(5/6): 443-56.
188. Kelchtermans, G & R. Vandenberghe. 1994. Teachers' professional development: A biographical perspective. Journal of Curriculum Studies 26(1): 45-62.
189. Kenny, B. 1993. For more autonomy. System 21(4): 431-42.
190. King, L. 2003. Improving the Quality of Language Learning in Schools. London: CILT.
191. Knowles, J. G. 1992. Models for understanding pre-service and beginning teachers' biographies: Illustrations from case studies. In Studying Teachers' Lives, ed. I. F. Goodson. 99-152. London: Routledge.
192. Kohn, A. 1991. Group grade grubbing versus cooperative learning. Educational Leadership 48(5): 93-4.
193. Kohonen, V. 1992. Experiential language learning: Second language learning as cooperative learner education. In Collaborative Language Learning and Teaching, ed. D. Nunan. 14-39. Cambridge: Cambridge University Press.
194. Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for language
195. Lafargue, P. 1881, December 25. L'autonomie. L'Égalité, organe du Parti Ouvrier Français. http://www.marxists.org/francais/ lafargue/works/1881/12/lafargue-18811225.htm (accessed 8 September 2008).
196. Lai, M. L. 1999. Jet and net: A comparison of native-speaking English teachers schemes in Japan and Hong Kong. Language Culture and Curriculum 12(3): 215-28.
197. Lamb, T. E. 2000. Reconceptualising disaffection - issues of power, voice and learner autonomy. In Combating Social Exclusion through Education, eds. G. Walraven, C. Parsons, D. Van Veen & C. Day. 99-115. Louvain, Belgium and Apeldoorn, Netherlands: Garant.
198. Lamb, T. E. 2003. Individualising learning: Organising a flexible learning environment. In Differentiation in the Modern Languages Classroom, eds. M. Jiménez Raya & T. E. Lamb. 177-94. Frankfurt am Main: Peter Lang.
199. Lamb, T. E. 2005. Listening to our learners' voices: Pupils' constructions of language learning in an urban school. PhD thesis. University of Nottingham, UK.
200. Lamb, T. E. 2006. Supporting independence: Students' perceptions of self-management. In Supporting Independent Learning: Issues and interventions, eds. T. E. Lamb & H. Reinders. 97-124. Frankfurt am Main: Peter Lang.
201. Lamb, T. E & H. Reinders. 2005. Learner independence in language teaching: A concept of change. In An International Perspective on Language Policies, Practices and Proficiencies, eds. D. Cunningham & A. Hatoss. 225-39. Belgrave, Australia: Fédération Internationale des Professeurs de Langues Vivantes.
202. Lantolf, J. P. 1994. Sociocultural theory and second language learning: Introduction to the special issue. Modern Language Journal 78(4): 418-20.
203. Lamb, T. E. 2000. Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
204. Lamb, T. E & A. Pavlenko. 2001. (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In Learner Contributions to Language Learning: New directions in research, ed. M. Breen. 141-58. London: Pearson Education.
205. Lave, J. & E. Wenger. 1991. Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
206. Learning How to Learn. 2001-06. Economic and Social Research Council Teaching and Learning Research Programme Project. http://www.learntolearn.ac.uk/ (accessed 29 December 2006).
207. LeCompte, M. D. & J. Preissle. 1993. Ethnography and Qualitative Design in Educational Research. 2nd ed. London: Academic Press.
208. Legenhausen, L. 1999. Autonomous and traditional learners compared: The impact of classroom culture on attitudes and communicative behaviour. In Autonomes Fremdsprachenlernen, eds. C. Edelhoff & R. Weskamp. 166-82. Ismaning, München: Max Hueber Verlag.
209. Leki, I. 1995. Academic Writing: Exploring processes and strategies. New York: St Martin's Press.
210. Lepper, M. R. 1983. Extrinsic reward and intrinsic motivation: Implications for the classroom. In Teacher and Student Perceptions: Implications for learning, eds. J. M. Levine & M. C. Wang. 281-317. Hillsdale, NJ: Erlbaum.
211. Lincoln, Y. S. 1989. Critical requisites for transformational leadership: Needed research and discourse. Peabody Journal of Education 66(3): 176-81.
212. Lincoln, Y. S & E. G. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
213. Lincoln, Y. S & E. G. Guba. 2000. Paradigmatic controversies, contradictions, and emerging confluences. In Handbook of Qualitative Research, eds. N. K. Denzin & Y. S. Lincoln. 163-88. 2nd ed. Thousand Oaks, CA: Sage.
214. Linde, C. 1993. Life Stories: The creation of coherence. New York: Oxford University Press.
215. Lindley, R. 1986. Autonomy. Basingstoke: Macmillan.
216. Little, D. 1991. Learner Autonomy 1: Definitions, issues and problems. Dublin: Authentik.
217. Little, D. 1995. Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System 23(2): 175-82.
218. Little, D. 1996. Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of information systems and information technologies. In Taking Control: Autonomy in language learning, eds. R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson. 203-18. Hong Kong: Hong Kong University Press.
219. Little, D. 1997. Language awareness and the autonomous language learner. Language Awareness 6(2): 93-104.
220. Little, D. 1999a. Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses 38: 77-88.
221. Little, D. 1999b. Learner autonomy is more than a Western cultural construct. In Learner Autonomy in Language Learning: Defining the field and effecting change, eds. S. Cotterall & D. Crabbe. 11-8. Frankfurt am Main: Peter Lang.
222. Little, D. 2001a. Learner autonomy and the challenge of tandem language learning via the Internet. In ICT and Language Learning: A European perspective, eds. A. Chambers & G. Davies. 29-38. Lisse: Swets and Zeitlinger.
223. Little, D. 2001b. We're all in it together: Exploring the interdependence of teacher and learner autonomy. In All Together Now. Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000, eds. L. Karlsson, F. Kjisik & J. Nordlund. 45-56. Helsinki: University of Helsinki Language Centre.
224. Little, D. 2002. The European Language Portfolio: Structure, origins, implementation, challenges. Language Teaching 35(3): 28-35.
225. Little, D, ed. 2003. The European Language Portfolio: Nine examples. Strasbourg: Council of Europe.
226. Little, D. 2004. Autonomy and autonomous learners. In Routledge Encyclopedia of Language Teaching and Learning, ed. M. Byram. 69-72. London: Routledge.
227. Little, D. 2006. The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching 39(3): 167-90.
228. Little, D. 2007. Introduction: Reconstructing learner and teacher autonomy in language education. In Reconstructing Autonomy in Language Education: Inquiry and innovation, eds. A. Barfield & S. H. Brown. 1-12. Basingstoke: Palgrave Macmillan.
229. Little, D, Dam, L. & J. Timmer, eds. 1998. Focus on Learning Rather Than Teaching: Why and how? Papers from the IATEFL Conference on Learner Independence, Kraków, 14-16 May 1998. Centre for Language and Communication Studies, Trinity College Dublin.
230. Little, D, Ridley, J. & E. Ushioda. 2002. Towards Greater Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik.
231. Littlemore, J. 2001. Learner autonomy, self-instruction and new technologies in language learning: Current theory and practice in higher education in Europe. In ICT and Language Learning: A European perspective, eds. A. Chambers & G. Davies. 39-52. Lisse: Swets and Zeitlinger.
232. Littlemore, J. & G. Low. 2006. Figurative Thinking and Foreign Language Learning. Basingstoke: Palgrave Macmillan.
233. Lok, C. Y. B. 2002. Pedagogical differences between native and non-native teachers in Hong Kong secondary schools. Master's thesis. University of York, United Kingdom.
234. Lor, W. 1998. Studying the first-year students' experience of writing their reflection journals with the use of a web-based system. Master's thesis. University of Hong Kong.
235. Lortie, D. C. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.
236. Lynch, T. 2001. Promoting EAP learner autonomy in a second language university context. In Research Perspectives on English for Academic Purposes, eds. J. Flowerdew & M. Peacock. 390-403. Cambridge: Cambridge University Press.
237. Mackenzie, A. 2007. Teachers, transitions and time: Learning for educational change. In Reconstructing Autonomy in Language Education: Inquiry and innovation, eds. A. Barfield & S. H. Brown. 222-30. Basingstoke: Palgrave Macmillan.
238. Marcelli, D. 2003. L'enfant, chef de la famille. Paris: Albin Michel.
239. McAdams, D. P. 1993. The Stories We Live By: Personal myths and the making of the self. New York: William Morrow and Company.
240. McGrath, I. 2000. Teacher autonomy. In Learner Autonomy, Teacher Autonomy: Future directions, eds. B. Sinclair, I. McGrath & T. Lamb. 100-10. Harlow: Longman in association with the British Council.
241. McGrath, I, Sinclair, B. & Z. Chen. 2007. Designing an innovative on-line course in language teaching methodology for middle school teachers of English: Encouraging learner and teacher autonomy. In E-learning in China: eChina perspectives on policy, pedagogy and innovation, ed. H. Spencer-Oatey. 57-77. Hong Kong: Hong Kong University Press.
242. McNiff, J., Lomax, P. & J. Whitehead, 1996. You and Your Action Research Project. London: Routledge.
243. Mead, G. H. 1934. Mind, Self and Society from the Standpoint of a Social Behaviourist, ed. C. W. Morris. Chicago: University of Chicago Press.
244. Miliander, J. 2008. A kaleidoscope of autonomous learning in Sweden. In Pedagogy for Autonomy in Modern Languages Education: Theory, practice, and teacher education, eds. M. Jiménez Raya & T. Lamb. Dublin: Authentik.
245. Miller, L. 2000a. What have you just learnt? Preparing learners in the classroom for self-access language learning. Modern English Teacher 9(3): 7-13.
246. Miller, L. 2000b. A listening lesson: How to make the course book more interesting. Modern English Teacher 9(4): 25-8.
247. Miller, L. 2001a. A writing lesson: How to make the course book more interesting. Modern English Teacher 10(1): 34-8.
248. Miller, L. 2001b. A speaking lesson: How to make the course book more interesting. Modern English Teacher 10(2): 25-8.
249. Miller, L. 2001c. An ESP lesson: How to make the course book more interesting. Modern English Teacher 10(3): 35-9.
250. Miller, L. 2001d. A beginners' lesson: How to make the course book more interesting. Modern English Teacher 10(4): 35-9.
251. Miller, L. 2002. An advanced lesson: How to get more out of the materials. Modern English Teacher 11(1): 23-7.
252. Miller, L, ed. 2007. Learner Autonomy 9: Autonomy in the classroom. Dublin: Authentik.
253. Miller, L, Tsang, E. S-C. & M. Hopkins. 2007. Establishing a self-access centre in a secondary school. ELT Journal 61(3): 220-7.
254. Mishler, E. G. 1999. Storylines: Craftartists' narratives of identity. Cambridge, MA: Harvard University Press.
255. Möllering, M. 2000. Computer-mediated communication: Learning German online in Australia. ReCall 12(1): 27-34.
256. Mozzon-McPherson, M. 1996: Italian via e-mail: From an online project of learning and teaching to the development of a multi-cultural discourse community. ALT-J 1: 40-51.
257. Mozzon-McPherson, M. 2007. Supporting independent learning environments: An analysis of structures and roles of language learning advisers. In Counselling in Language Learning Settings, ed. J. Rubin. Special issue of System 35(1): 66-92.
258. Mozzon-McPherson, M & C. Dantec. 2006. Managing language learning at university: An analysis of a strategy-based training programme. In Supporting Language Learning: Issues and interventions, eds. T. Lamb & H. Reinders. 143-70. Frankfurt am Main: Peter Lang.
259. Mozzon-McPherson, M & R. Vismans, eds. 2001. Beyond Language Teaching: Towards language advising. London: CILT.
260. Murphey, T. 2003. Learning to surf: Structuring, negotiating, and owning autonomy. In Autonomy You Ask!, eds. A. Barfield & M. Nix. 1-10. Tokyo: JALT Learner Development Special Interest Group.
261. Murray, G. & M. Kojima. 2007. Out-of-class language learning: One learner's story. In Learner Autonomy 8: Insider perspectives on autonomy in language teaching and learning, ed. P. Benson. 25-40. Dublin: Authentik.
262. Nakamura, A. 2007, April 5. Labor pains: Reforms offer little promise for parttimers. The Japan Times Online. http://search.japantimes.co.jp/cgi-bin/ nn20070405f1.html (accessed 29 December 2007).
263. Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
264. National College for School Leadership. 2005. Learning Conversations in Learning Networks: Transferring knowledge, creating solutions, learning together. Nottingham: NCSL. http://networkedlearning.ncsl.org.uk/knowledgebase/ programme-leaflets/learning-conversations-in-learning-networks.pdf(accessed 29 December, 2007).
265. Niedzielski, N. A. & D. R. Preston. 2003. Folklinguistics. Berlin:Mouton de Gruyter.
266. Nix, M. 2007. Telling tales of transformation. In Reconstructing Autonomy in Language Education: Inquiry and innovation, eds. A. Barfield & S. H. Brown. 143-55. Basingstoke: Palgrave Macmillan.
267. Norton, B. 2000. Identity and Language Learning: Gender, ethnicity and educational change. Harlow: Longman.
268. Norton Pierce, B. 1995. Social identity, investment, and language learning. TESOL Quarterly 29(1): 9-31.
269. Nuffield Languages Inquiry. 2000. Languages: The next generation. London: The Nuffield Foundation.
270. Nunan, D. 1988.The Learner-centred Curriculum. Cambridge: Cambridge University Press.
271. Nunan, D. 1995. Closing the gap between learning and instruction. TESOL Quarterly 29(1): 133-58.
272. Nunan, D. 1997. Designing and adapting materials to encourage learner autonomy. In Autonomy and Independence in Language Learning, eds. P. Benson & P. Voller. 192-203. London: Longman.
273. O'Malley, J. M. & A. U. Chamot. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
274. Ochs, E. & B. B. Schieffelin. 1984. Language acquisition and socialization: Three developmental stories and their implications. In Culture Theory: Essays on mind, self and emotion, eds. R. A. Shweder & R. A. LeVine. 276-320. Cambridge: Cambridge University Press.
275. Oller, J. W. & J. Richards. 1973. Focus on the Learner: Pragmatic perspectives for the language teacher. Rowley, MA: Newbury House.
276. Oxford, R. 1990. Language Learning Strategies: What every teacher should know. Rowley, MA: Newbury House.
277. Oxford, R. 2003. Toward a more systematic model of L2 learner autonomy. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 75-91. Basingstoke: Palgrave Macmillan.
278. Oxford, R & J. Shearin. 1994. Language learning motivation: Expanding the theoretical framework. Modern Language Journal 78(1): 12-28.
279. Oxford, R & J. Shearin. 1996. Language learning motivation in a new key. In Language Learning Motivation: Pathways to the new century, ed. R. L. Oxford. 121-44. Honolulu: University of Hawaii Press.
280. Palfreyman, D. 2003. The representation of learner autonomy and learner independence in organizational culture. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 183-200. Basingstoke: Palgrave Macmillan.
281. Pavlenko, A. 2002. Poststructuralist approaches to the study of social factors in second language learning and use. In Portraits of the L2 User, ed. V. Cook. 277-302. Clevedon: Multilingual Matters.
282. Pavlenko, A & A. Blackledge, eds. 2004. Negotiation of Identities in Multilingual Contexts. Clevedon: Multilingual Matters.
283. Pavlenko, A, Blackledge, A., Piller, I. & M. Teutsch-Dwyer, eds. 2001. Multilingualism, Second Language Learning, and Gender. Berlin: Mouton de Gruyter.
284. Pavlenko, A & J. P. Lantolf. 2000. Second language learning as participation and the (re)construction of selves. In Sociocultural Theory and Second Language Learning, ed. J. P. Lantolf. 155-78. Oxford: Oxford University Press.
285. Pemberton, R., Li, E. S. L., Or, W. W. F. & H. D. Pierson, eds. 1996. Taking Control: Autonomy in language learning. Hong Kong: Hong Kong University Press.
286. Pavlenko, A, Toogood, S., Ho, S. & J. Lam. 2001. Approaches to advising for self-directed language learning. In Learner Autonomy: New insights, ed. L. Dam. AILA Review 15: 16-25.
287. Pennycook, A. 1997. Cultural alternatives and autonomy. In Autonomy and Independence in Language Learning, eds. P. Benson & P. Voller. 35-53. London: Longman.
288. Pierson, H. 1996. Learner culture and learner autonomy in the Hong Kong Chinese context. In Taking Control: Autonomy in language learning, eds. R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson. 49-59. Hong Kong: Hong Kong University Press.
289. Pintrich, P. R. & D. H. Schunk. 1996. Motivation in Education: Theory, research and applications. Englewood Cliffs, NJ: Prentice Hall.
290. Polkinghorne, D. E. 1988. Narrative Knowing and the Human Sciences. Albany, NY: State University of New York Press.
291. Polkinghorne, D. E. 1995. Narrative configuration in qualitative analysis. In Life History and Narrative, eds. J. A. Hatch & R. Wisniewski. 5-23. London: Falmer.
292. Powney, J. & M. Watts. 1987. Interviewing in Educational Research. London: Routledge and Kegan Paul.
293. Raveaud, M. 2002. L'enfant, l'écolier et le citoyen: Apprendre à appartenir et à participer. PhD thesis. University of Paris 7.
294. Raveaud, M. 2006. De l'enfant au citoyen. Paris: Presses Universitaires de France.
295. Raymond, D., Butt, R. & D. Townsend. 1992. Contexts for teacher development: Insights from teachers' stories. In Understanding Teacher Development, eds. A. Hargreaves & M. G. Fullan. 143-61. London: Cassell.
296. Reinders, H. & N. Lázaro. 2007. Innovation in language support: The provision of technology in self-access. Computer Assisted Language Learning 20(2): 117- 30.
297. Rengo [Japanese Trade Union Confederation]. 2007, February 8. Shunto 2007: Part time and contracted workers forum. Rengo Updates. http://www.jtucrengo.org/updates/index.cgi?mode=view&no=252&dir=2007/ 02(accessed 29 December 2007).
298. Renshaw, P. 1992. The sociocultural theory of teaching and learning: Implications for the curriculum in the Australian context. Paper presented at the 22nd Annual Conference of the Australian Association for Research in Education. http://webpages.charter.net/schmolze1/vygotsky/renshaw.html (accessed 29 December 2007).
299. Richards, J. C. & C. Lockhart. 1994. Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press.
300. Ridley, J. & E. Ushioda. 1997. Using qualitative research methods to explore L2 learners' motivations and self-perceptions. Teanga 17: 29-42.
301. Riley, P. 1985. ed. Discourse and Learning. Harlow: Longman.
302. Riley, P. 1986. Who's who in self-access. TESOL France News 6(2): 23-35.
303. Riley, P. 1994. Aspects of learner discourse: Why listening to learners is so important. In Self-access and the Adult Language Learner, ed. E. Esch. 7-18. London: CILT.
304. Riley, P. 1996. Developmental sociolinguistics and the competence/performance distinction. In Performance and Competence in Second Language Acquisition, eds. G. Brown, K. Malmkjaer & J. Williams. 114-35. Cambridge: Cambridge University Press.
305. Riley, P. 2000. CRAPEL - Centre de Recherches et d'Applications Pédagogiques en Langues. In Routledge Encyclopedia of Language Teaching and Learning, ed. M. Byram. 150-1. London: Routledge.
306. Riley, P. 2002. Epistemic communities: The social knowledge system, discourse and identity. In Domain-specific English: Textual practices across communities and classrooms, eds. G. Cortese & P. Riley. 41-64. Bern: Peter Lang.
307. Riley, P. 2007. Language, Culture and Identity. London: Continuum.
308. Rommetveit, R. 1998. Intersubjective attunement and linguistically mediated meaning. In Intersubjective Communication and Emotion in Early Ontogeny, ed. S. Bråten. 354-71. Cambridge: Cambridge University Press.
309. Rotter, J. B. 1966. Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs 80(1): 1-28.
310. Roy, D. 1991. Improving recall by eyewitnesses through the cognitive interview. The Psychologist 14(9): 398-400.
311. Rudduck, J. 1998. Making a difference: Taking seriously the students' agenda for school improvement. Paper presented at ICSEA '98, 11th International Congress for School Effectiveness and Improvement. University of Manchester, 4-7 January 1998.
312. Salomon, G., ed. 1993. Distributed Cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.
313. Schalkwijk, E., van Esch, K., Elsen, A. & W. Setz. 2002. Learner autonomy and the education of language teachers: How to practice what is preached and preach what is practiced. In Interpreting Communicative Language Teaching: Contexts and concerns in teacher education, ed. S. J. Savignon. 165-90. New Haven: Yale University Press.
314. Scharle, Á. & A. Szabó. 2000. Learner Autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
315. Schiffman, H. F. 1996. Linguistic Culture and Language Policy. London: Routledge.
316. Schmenk, B. 2005. Globalizing learner autonomy. TESOL Quarterly 39(1): 107- 18.
317. Schweizerische Konferenz der kantonalen Erziehungsdirektoren. [Swiss Conference of Cantonal] Ministers of Education.] 2000. Portfolio européen des langues/Europäische Sprachenportfolio/Portfolio europeo delle lingue/European Language Portfolio. Berne: Berner Lehrmittel- und Medienverlag.
318. Shield, L., Davies, L. B. & M. J. Weininger. 2000. Fostering (pro)active language learning through MOO. ReCall 12(1): 35-48.
319. Shumar, W. & K. A. Renninger. 2002. On conceptualizing community. In Building Virtual Communities: Learning and change in cyberspace, eds. K. A. Renninger & W. Shumar. 1-20. Cambridge: Cambridge University Press.
320. Simmons, D. & S. Wheeler. 1995. The Process Syllabus in Action. Sydney: National Centre for English Language Teaching and Research.
321. Sinclair, B. 1995. Activate your English - Pre-intermediate coursebook. Cambridge: Cambridge University Press.
322. Sinclair, B. 1996a. Materials design for the promotion of learner autonomy: How explicit is "explicit"? In Taking Control: Autonomy in Language Learning, eds. R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson. 149-65. Hong Kong: Hong Kong University Press.
323. Sinclair, B. 1996b. Activate your English - Pre-intermediate teacher's book. Cambridge: Cambridge University Press.
324. Sinclair, B. 1996c. Activate your English - Pre-intermediate self-study workbook. Cambridge: Cambridge University Press.
325. Sinclair, B. 1996d. Activate your English - Pre-intermediate class cassette. Cambridge: Cambridge University Press.
326. Sinclair, B. 1996e. Activate your English - Pre-intermediate self-study workbook cassette. Cambridge: Cambridge University Press.
327. Sinclair, B. 1996f. Activate your English - Pre-intermediate self-study workbook CD. Cambridge: Cambridge University Press.
328. Sinclair, B & P. Prowse. 1996a. Activate your English - Intermediate coursebook. Cambridge: Cambridge University Press.
329. Sinclair, B & P. Prowse. 1996b. Activate your English - Intermediate teacher's book. Cambridge: Cambridge University Press.
330. Sinclair, B & P. Prowse. 1996c. Activate your English - Intermediate class cassette. Cambridge: Cambridge University Press.
331. Sinclair, B & P. Prowse. 1996d. Activate your English - Intermediate self-study workbook. Cambridge: Cambridge University Press.
332. Sinclair, B & P. Prowse. 1996e. Activate your English - Intermediate self-study workbook cassette. Cambridge: Cambridge University Press.
333. Sinclair, B & P. Prowse. 1996f. Activate your English - Intermediate self-study workbook CD. Cambridge: Cambridge University Press.
334. Skier, E. & S. Vye. 2003. One reality of autonomous language learning in Japan: Time, shame, and maturity. In Autonomy You Ask!, eds. A. Barfield & M. Nix. 27-40. Tokyo: JALT Learner Development Special Interest Group.
335. Smith, R. C. 2000. Starting with ourselves: Teacher-learner autonomy in language learning. In Learner Autonomy, Teacher Autonomy: Future directions, eds. B. Sinclair, I. McGrath & T. Lamb. 89-99. Harlow: Longman in association with the British Council.
336. Smith, R. C. 2003. Pedagogy for autonomy as (becoming-)appropriate methodology. In Learner Autonomy Across Cultures: Language education perspectives, eds. D. Palfreyman & R. C. Smith. 129-46. Basingstoke: Palgrave Macmillan.
337. Smith, R. C. 2008. The history of learner autonomy. In 9th Nordic Conference on Developing Learner Autonomy in Language Learning and Teaching: Status and ways ahead after twenty years, ed. L. Dam. Copenhagen: CVU København and Nordsjælland (Centre for Higher Education for Copenhagen and Northern Zealand). Also available online via: http://www.warwick.ac.uk/go/dahla/histories (accessed 23 September 2008).
338. Social Exclusion Unit. 1998. Truancy and Social Exclusion Report. London: Social Exclusion Unit.
339. Spencer-Oatey, H., ed. 2007. E-learning in China: eChina perspectives on policy, pedagogy and innovation. Hong Kong: Hong Kong University Press.
340. Spolsky, B. 2000. Language motivation revisited. Applied Linguistics 21(2): 157- 69.
341. Sternberg, R. J. 1990. Prototypes of competence and incompetence. In Competence Considered, eds. R. J. Sternberg & J. Kolligan. 117-45. New Haven: Yale University Press.
342. Sunday Times. 2004, July 18. Doors - Get Digital, Week 2.
343. Taylor, M. 1990. Development and change effected through an in-service training course: Teachers' perceptions. Master's thesis. University of Lancaster, UK.
344. Teaching and Learning Research Programme. 2000-2007. Economic and Social Research Council. http://www.tlrp.org/andhttp://tlrp.org/proj/Across.html (accessed 29 December 2007).
345. The Teaching and Learning Technology Programme. 1992 to date. The Higher Education Funding Council for England, The Scottish Higher Education Funding Council, The Higher Education Funding Council for Wales, and The Department of Education, Northern Ireland. http://www.ariadne.ac.uk/issue4/tltp/(accessed 29 December 2007).
346. Thornbury, S. 2005. How to Teach Speaking. London: Longman.
347. Tomlinson, P. 1989. Having it both ways: Hierarchical focusing as research interview method. British Educational Research Journal 15(2): 155-76.
348. Toogood, S. 2006. Taking control or jumping through hoops: Issues with SALL in mainstream courses. In Supporting Independent Learning in the 21st century. Proceedings of the Second Conference of the Independent Learning Association, Auckland New Zealand, 9-12 September 2005, eds. H. Anderson, M. Hobbs, J. Jones-Parry, S. Logan & S. Lotovale. Auckland: Independent Learning Association Oceania. http://independentlearning.org/ILA/ila05/ila05- toogood.pdf (accessed 29 December 2007).
349. Toogood, S. & R. Pemberton. 2002. Integrating self-access language learning into the curriculum: A case study. In Learner Autonomy 7: Challenges to research and practice, eds. P. Benson & S. Toogood. 85-109. Dublin: Authentik.
350. Toohey, K. 2000. Learning English at School: Identity, social relations and classroom practice. Clevedon: Multilingual Matters.
351. Toohey, K. 2007. Autonomy/agency through socio-cultural lenses. In Reconstructing Autonomy in Language Education: Inquiry and innovation, eds. A. Barfield & S. H. Brown. 231-42. Basingstoke: Palgrave Macmillan.
352. Trevarthen, C. 1992. An infant's motives for speaking and thinking in the culture. In The Dialogical Alternative: Towards a theory of language and mind, ed. A. H. Wold. 99-137. Oslo: Scandinavian University Press.
353. Toohey, K. 1998. The concept and foundations of infant intersubjectivity. In Intersubjective Communication and Emotion in Early Ontogeny, ed. S. Bråten. 15-46. Cambridge: Cambridge University Press.
354. Trim, J. 1977. Some possibilities and limitations of learner autonomy. In Selfdirected Learning and Autonomy, ed. E. Harding-Esch. 1-11. Report of a seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics, and CRAPEL. Mimeo. http://www2.warwick.ac.uk/fac/soc/ al/research/groups/llp/circal/dahla/archive/esch-1977/chapter-1.pdf (accessed 23 September 2008).
355. Truong, N. 2003, August 31. L'enfant a changé, l'éducation aussi. Le Monde de l'Education. http://www.precoces.org/site/modules.php?op= modload&name=Reviews&file=index&req=showcontent&id=234 (accessed 29 December 2007).
356. Turner, B. S. 1999. Classical Sociology. London: Sage.
357. University of Hull. 1997-2000. The SMILE Project (Strategies for Managing An Independent Learning Environment). http://www.hull.ac.uk/langinst/smile/ (accessed 29 December 2007).
358. Ushioda, E. 1994. L2 motivation as a qualitative construct. Teanga 14: 76-84.
359. Ushioda, E. 1996. Learner Autonomy 5: The role of motivation. Dublin: Authentik.
360. Vallerand, R. J. 1997. In Advances in Experimental Social Psychology, ed. M. P. Zanna. 271-360. New York: Academic Press.
361. van Lier, L. 1996. Interaction in the Language Curriculum: Awareness, autonomy and authenticity. London and New York: Longman.
362. Vandergrift, L. 1997. The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals 30(3): 387-409.
363. Victori, M. 1999. An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System 27(4): 537-55.
364. Vieira, F. 2007. Teacher autonomy: Why should we care? Independence 41: 20-8. Newsletter of the IATEFL Learner Autonomy Special Interest Group. http://www.learnerautonomy.org/Vieira2007.pdf(accessed 29 December, 2007).
365. Vieira, F & I. Marques 2002. Supervising reflective teacher development practices. English Language Teacher Education and Development 6: 1-18.
366. Vygotsky, L. S. 1978. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
367. Vygotsky, L. S. 1986. Thought and Language, ed. A. Kozulin. Cambridge, MA: MIT Press.
368. Wachman, R. 1999. Classroom practice: Autonomy through authoring software. In CALL Environments: Research, practice and critical issues, eds. J. Egbert & E. Hanson-Smith. 403-26. Alexandria, VA: TESOL.
369. Wang, M. 1983. Development and consequences of students' sense of personal control. In Teacher and Student Perceptions: Implications for learning, eds. J. M. Levine & M. Wang. 213-47. Hillsdale, NJ: Erlbaum.
370. Wang, T. 2004. Learner support and tutor support in web-based degree programs in tertiary-level English education in China. In Exploring Online Education, ed. Y. Gu. 30-59. Beijing: Foreign Language Teaching and Research Press.
371. Weiner, B. 1984. Principles for a theory of student motivation and their application within an attributional framework. In Research on Motivation in Education: Vol. 1, Student motivation, eds. R. Ames & C. Ames. 15-38. Orlando: Academic Press.
372. Wenden, A. 1987. Conceptual background and utility. In Learner Strategies in Language Learning, eds. A. Wenden & J. Rubin. 3-14. London: Prentice Hall International.
373. Wenden, A. 1991. Learner Strategies for Learner Autonomy. London: Prentice Hall.
374. Wenden, A. 1995. Learner training in context: A task-based approach to promoting autonomy. System 23(2): 183-94.
375. Wenden, A. 1998. Metacognitive knowledge and language learning. Applied Linguistics 19(4): 515-37.
376. Wenden, A. 2001. Metacognitive knowledge in SLA: The neglected variable. In Learner Contributions to Language Learning: New directions in research, ed. M. P. Breen. 44-64. Harlow: Pearson Education.
377. White, C. 2003. Language Learning in Distance Education. Cambridge: Cambridge University Press.
378. Williams, M. & R. Burden. 1997. Psychology for Language Teachers. Cambridge: Cambridge University Press.
379. Wood, N. & T. Murphey. 2007. From isolation to communities of practice: Benefiting from teacher knowledge. The Language Teacher 31(3): 13-15.
380. Yang, N-D. 1998. Exploring a new role for teachers: Promoting learner autonomy. System 26: 127-35.
381. Yang, N-D. 1999. The relationship between EFL learners' beliefs and learning strategy use. System 27(4): 515-36.
382. Young, R. 1986. Personal Autonomy: Beyond negative and positive liberty. London: Croom-Helm.
383. Zähner, C., Wong, J. & A. Fauverge. 2000. Task-based language learning via audiovisual networks: The Leverage project. In Network-based Language Teaching: Concepts and practice, eds. M. Warschauer & R. Kern. 186-204. Cambridge: Cambridge University Press.