Developing Autonomy through Conversation Exchange: A Case Study of ESL Learners

Autor/in	Ueno, Junko
Titel	Developing Autonomy through Conversation Exchange: A Case Study of ESL Learners
Quelle	In: TESL-EJ, 22 (2019) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Personal Autonomy; Learning Processes; Native Speakers; Intercultural Communication; Diaries; Student Attitudes; Communication Strategies; Teaching Methods; Study Abroad; Overseas Employment; Spouses; Homemakers; Foreign Countries; Learning Strategies; Japan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Individuelle Autonomie; Learning process; Lernprozess; Muttersprachler; Interkulturelle Kommunikation; Diary; Tagebuch; Schülerverhalten; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Studies abroad; Auslandsstudium; Auslandstätigkeit; Ehepartner; Hausfrau; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	There is a common belief that one could quickly improve their second language proficiency once they reside in the country where the target language is spoken, because they have opportunities to use it constantly in an immersion environment. However, scholars have argued that it may be up to the individual student whether she could effectively utilize such a learning environment. Some learners might not have as much access to native speakers depending on their circumstances. Others may not feel comfortable enough to interact in the target language. It is possible that these learners have difficulties developing autonomy, where they take charge of their own learning. This study has examined such learners and their learning process when they are provided with opportunities to converse with native speakers. Specifically, it explored how regular interaction with native speakers could influence ESL learners' perspectives towards their language learning and learning process through examining their journal entries and interviews. The findings indicate that participants developed their own communicative strategies and grew optimistic perceptions towards language learning after these interactions. Pedagogical implications include the significance of creating opportunities for learners to experiment with the language and to reflect on their learning process. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01