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Maintaining ControlAutonomy and Language Learning$
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Richard Pemberton, Sarah Toogood, and Andy Barfield

Print publication date: 2009

Print ISBN-13: 9789622099234

Published to Hong Kong Scholarship Online: September 2011

DOI: 10.5790/hongkong/9789622099234.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2019. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 14 October 2019

Controlling Learning: Learners’ Voices and Relationships between Motivation and Learner Autonomy

Controlling Learning: Learners’ Voices and Relationships between Motivation and Learner Autonomy

Chapter:
(p.66) (p.67) 5 Controlling Learning: Learners’ Voices and Relationships between Motivation and Learner Autonomy
Source:
Maintaining Control
Author(s):

Terry Lamb

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622099234.003.0005

This chapter's rationale is closely linked to the context of foreign language learning in English secondary schools, a context in which motivation to learn languages is recognised as being in need of development. It suggests that teachers' attempts to increase control may be counterproductive and might lead to higher levels of disaffection. Drawing on research into learners' constructions of language learning, the chapter explores why there is an urgent need for teachers to consider the links between learner autonomy and motivation theory in order to find ways of transferring control to the learners. It looks at issues of control which emerged in the focus group conversations and which are specifically related to motivational beliefs.

Keywords:   language learning, learning autonomy, motivation, foreign language, class control

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