Learner Autonomy in the English Classroom

Paul Lennon is Professor of English Didactics (TEFL) at Bielefeld University. He studied at the Universities of Oxford, Manchester, Leeds and Reading and has taught English in Britain, Germany and Bulgaria. He was a lecturer in Applied English Linguistics at Birmingham University in England and worked in teacher training at Gießen University.

• Contents: Paul Lennon: The story of learner autonomy: from self-access to social learning – Piri Leeck: Some possibilities for implementing and increasing learner autonomy in the English lesson – Tanja Freudenau: Multimedia dictionaries in the primary school – Kathrin Kaupmann: Suggestions for the effective use of reading logs in the ninth grade – Matthias Bärenfänger: Peer correction in the English Language writing classroom: an empirical study in the ninth grade of a Realschule – Kathrin Kaupmann: Lexical compensatory strategies among learners of different age levels: implications for teachers – Anna Niehaus: Which vocabulary learning strategies do students actually use? A survey in the tenth grade of a Gymnasium – Diana Schmitt-Egner: «Raise your voice!». An autonomous learning concept to improve oral proficiency in the EFL classroom – Till Meister: Authentic texts as a basis for autonomous learning – Joanna Kucza: Promoting learner autonomy by training students to generate their own reading comprehension questions – Patricia Nell Skorge: A different point of you: a corpus-based study of peer editing in a university-level EFL writing seminar – Nathan Devos: Content and Language Integrated Learning in physical education: evidence for language and content scaffolding during peer interaction – Marcel Suchier: Strategic support in bilingual history classes at different age and proficiency levels.

«There is no doubt this volume is a valuable and inspiring resource for practising teachers committed to the idea of learner autonomy and who are engaged or aim to engage in classroom research. lt offers a wide range of concrete ideas for teachers to try out in their context. The book is very accessible and each contribution combines theory and practice in a well-balanced way. As the studies have been carried out at primary, secondary and tertiary level, as weil as in a CLIL context, this ensures a wide scope of interest.»(Anja Burkert, lndependence 74 IATEFL Learner Autonomy Special lnterest Group Newsletter)