A Critical History of Autonomous Language Learning: Exposing the Institutional and Structural Resistance Against Methodological Innovation in Language Education

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH
Santiago Betancor-Falcon
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引用次数: 2

Abstract

In our current information societies, opportunities for innovative language teaching methodologies are plenty, yet we continue to teach languages as we did centuries ago. In this paper, I will conduct a critical review of the history of language learning, the institutionalization of language education, and the information revolution in order to unveil the structural and material factors that limit methodological innovation and hinder the development of learner autonomy, critical thinking, and life-long learning. Based on this review I further argue that scarcity and the system’s rational functionality are the root problem as well as the foundation of traditional language teaching. The conclusions of this paper offer a critical assessment of the possibilities as well as necessary conditions for the development of truly innovative methodologies and education reform. Keywords: learner autonomy, self-access, language learning, self-directed learning, life-long learning
自主语言学习的批判史:揭示语言教育中对方法创新的制度和结构阻力
在我们当前的信息社会中,创新语言教学方法的机会很多,但我们仍然像几个世纪前那样教授语言。在本文中,我将对语言学习的历史、语言教育的制度化和信息革命进行批判性的回顾,以揭示限制方法创新、阻碍学习者自主性、批判性思维和终身学习发展的结构性和物质性因素。在此基础上,我进一步认为稀缺性和系统的合理功能是传统语言教学的根本问题和基础。本文的结论对发展真正创新的方法和教育改革的可能性和必要条件进行了批判性评估。关键词:学习者自主性、自主性、语言学习、自主学习、终身学习
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Studies in Self-Access Learning Journal
Studies in Self-Access Learning Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
50.00%
发文量
32
审稿时长
8 weeks
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