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This chapter explores the nature of support for the language learner within the context
of open and distance learning. It argues that, in order to be in a position to advise and
support appropriately and effectively, it is necessary to address the many variables
that exist in any body of learners, including beliefs and attitudes, styles and strategies,
and to take these into account when designing a course for distance learners.
Preliminary work in this area is reported through the findings of a study into the
beliefs, strategies and attitudes to support carried out with a group of Open University
(OU) students of French. Finally, it is proposed that if we are to promote an
autonomous approach to distance language learning, we need to extend our research
into the kinds of strategies that prove particularly effective in this context, and the
links that these may have with other learner variables. Tutors and course writers
should also embrace the potential of the Internet to advise and support distance
learners on-line, to offer new opportunities for knowledge gathering and language
practice, and to encourage mutual support.
|Item Type:||Book Chapter|
|Extra Information:||This publication also appears in a 2 volume PhD thesis of published work -
'Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy.'
See Volume 1: Introduction to the published work and Volume 2: Submitted publications.
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||09 Jun 2006|
|Last Modified:||04 Aug 2016 06:48|
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