Section I: Introductory perspectives
1. Nunan, D. 'Towards autonomous learning: some theoretical, empirical and practical issues.' (pp. 13-26)
2. Benson, P. 'Concepts of autonomy in language learning.' (pp. 27-34)
3. Esch, E. 'Promoting learner autonomy: criteria for the selection of appropriate methods.' (pp. 35-48)
4. Pierson, H.D. 'Learner culture and learner autonomy in the Hong Kong Chinese context.' (pp. 49-58)
Section II: The learner and the learning process
5. Simmons, D. 'A study of strategy use in independent learners.' (pp. 61-75)
6. Thomson, C.K. 'Self-assessment in self-directed learning: issues of learner diversity.' (pp. 77-91)
7. Kelly, R. 'Language counselling for learner autonomy: the skilled helper in self-access language learning.' (pp. 93-113)
8. Voller, P. & V. Pickard 'Conversation exchange: a way towards autonomous language learning.' (pp. 115-132)
9. Miller, L. & R. Ng 'Autonomy in the classroom: peer assessment.' (pp.133-146)
Section III: Materials
10. Sinclair, B. 'Materials design for the promotion of learner autonomy: how explicit is `explicit'?' (pp. 149-165)
11. Lee, W. 'The role of materials in the development of autonomous learning.' (pp. 167-184)
12. Christopher, E. & S. Ho 'Lights, camera, action: exploring and exploiting films in self-access learning.' (pp. 185-200)
Section IV: Technology
13. Little, D. 'Freedom to learn and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies.' (pp. 203-218)
14. Gardner, D. & R. Blasco Garcia 'Interactive video as self-access support for language-learning beginners.' (pp. 219-232)
15. Milton, J., I. Smallwood & J. Purchase 'From word processing to text @processing.' (pp. 233-248)
Section V: The evaluation of learner autonomy
16. Riley, P. ''The blind man and the bubble': researching self-access.' (pp. 251-264)
17. Dam, L. & L. Legenhausen 'The acquisition of vocabulary in an autonomous learning environment - the first months of beginning English.' (pp. 265-280)
18. Stevens, V. 'Use and abuse of autonomy in computer-assisted language- learning: some evidence from student interaction with Supercloze.' (pp. 281-302)
[References 303-326; Index 327-337]
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