A nyelvtanulók tanulási folyamatának támogatása – néhány példa a coaching-jellegű megközelítés alkalmazására a CORALL projekt kontextusában
Abstract
The need for a change in pedagogical culture has been a constant element in the professional discourse on language teaching in recent decades. A key factor in this complex issue is the change in teacher attitudes, the shift from a traditional teacher-centred approach to a more learner-centred, learning-supportive teaching role. The expanding role of the teacher is also reflected in the various English-language terms: advisor, coach, consultant and facilitator. Recently, much attention has been paid to the field of language advising and coaching, with many different approaches. The Erasmus+ strategic partnership project CORALL (Coaching-oriented Online Resources for the Autonomous Learning of LSP 2019-2022) aims to develop students' autonomous language learning and to promote the related pedagogical culture change by applying a coaching-oriented approach. The latter term was coined for the CORALL project. The objectives of the project are to develop the awareness of learners through the use of a coaching approach. As training is necessary to apply coaching techniques properly, the approach to language teaching represented in the project focuses on a coaching-oriented approach. This article summarises the essence of the "coaching-oriented" approach and shows, through a few examples, how this approach is reflected in the tools and modules created in the CORALL project.
References
Benson, P. (2001): Teaching and researching learner autonomy in language learning. Longman: London
Benson, P. (2011): What is new in autonomy? The Language Teacher. 35/4. 15-18.
https://doi.org/10.37546/JALTTLT35.4-4
Boud, D. – Keogh, R. – Walker, D. (1985): Promoting reflection in learning: A model. In: Boud, D. – Keogh, R.– Walker, D. (eds.) (1985): Reflection: Turning experience into learning. Kogan: London
Braddell, A. (2017): Citizens’ Curriculum guide to Non-directive coaching. Learning and Work Institute: Leicester
Chong, S.W. – Reinders, H. (2022): Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research. 0/0.
https://doi.org/10.1177/13621688221075812
Dam, L. (2020): Developing language learner autonomy: The teacher as action researcher. In: Sedláčková, K. –
Chovancová, B. – Bilová, S. (eds.) (2020): The Teacher’s Role in Developing Learner Autonomy. Candlin & Mynard ePublishing Limited: Hong Kong.
https://doi.org/10.21832/9781847692672-009
Dam, L. – Legenhausen, L. (2010): Learners Reflecting on Learning: Evaluation versus Testing in Autonomous
Language Learning. In: Paran, A. – Sercu, L. (eds.) (2010): Testing the Untestable in Language Education. Multilingual Matters: Bristol/Buffalo/Toronto
Everhard, C. J. (2016): What is this thing called autonomy? Selected Papers of the 21st International Symposium on Theoretical and Applied Linguistics (ISTAL 21), 548-568
Godwin-Jones, R. (2011): Emerging technologies - Autonomous language learning. Language Learning & Technology. 15/3. 4-11
Jimenez Raya, M. – Lamb, T. – Vieira, F. (2017): Mapping Autonomy in Language Education. Peter Lang: Frankfurt-am-Main.
https://doi.org/10.3726/b11095
Kleppin, K. (2019): Sprachlernberatung: Hype oder Notwendigkeit? Informationen Deutsch als Fremdsprache. 46/5.
https://doi.org/10.1515/infodaf-2019-0024
Kleppin, K. – Spänkuch, E. (2012): Sprachlern-Coaching. Reflexionsangebote für das eigene Fremdsprachenlernen. Fremdsprache Deutsch. 46.. 41-49.
https://doi.org/10.37307/j.2194-1823.2012.46.09
Kleppin, K.– Spänkuch, E. (2014): Fremdsprachenlerner beraten /coachen – Was hat das mit Lehren zu tun? Fremdsprachen Lernen und Lehren. 43/1. 94-108
Kovács, G. (2019): Language Coaching in the 21st century. EFL Magazine. 2019.06.07.
Kovács, G. (2020): Empowering the Language Learner Through Language Coaching in a Workplace Environment. Humanising Language Teaching. 22/1
Kovács, G. (2022): A Comprehensive Language Coaching Handbook. Pavilion Publishing and Media Ltd: Shoreham by Sea, West Sussex
Kumaravadivelu, B. (2001): Toward a Postmethod Pedagogy. TESOL Quarterly. 35/4. 537-560.
https://doi.org/10.2307/3588427
Lamb, T. (2017): Knowledge about language and learner autonomy. In: Cenoz, J. – Gorter, D. (eds.) (2017): Language Awareness and Multilingualism. Springer International Publishing: Cham, Switzerland.
https://doi.org/10.1007/978-3-319-02240-6_14
Lennon, J. (2020). Advisor, Counselor, Mentor, Coach – What Should We Call Ourselves? In: Sedláčková, K. – Chovancová, B. – Bilová, S. (eds.) (2020): The Teacher’s Role in Developing Learner Autonomy. Candlin & Mynard ePublishing Limited: Hong Kong
Little, D. (1996): Az autonóm nyelvtanulás. Modern nyelvoktatás. 2/1-2. 3-9
Little, D. (1999): Learner autonomy is more than a Western cultural construct. In: Cotterall, S. – Crabbe, D. (eds.) (1999): Learner autonomy in Language Learning: Defining the Field and Effecting Change. Frankfurt am Main: Peter Lang
Little, D. (2007): Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching. 1/1. 14-29.
https://doi.org/10.2167/illt040.0
Little, D. (2017): Introduction: The autonomy classroom: procedures and principles. In: Little, D. – Dam, L. – Legenhausen, L. (2017): Language Learner Autonomy: Theory, Practice and Research. Multilingual Matters: Bristol.
https://doi.org/10.21832/9781783098606
Little, D. (2020a): The Future of Language Learner Autonomy: Theory, Practice, Research. In: Sedláčková, K. – Chovancová, B. – Bilová, S. (eds.) (2020): The Teacher’s Role in Developing Learner Autonomy. Candlin & Mynard ePublishing Limited: Hong Kong
Little, D. (2020b): Introduction. In: Ludwig, C. – Tassinari, G. – Mynard, J. (eds.) (2020): Navigating foreign language learner autonomy. Candlin & Mynard ePublishing Limited: Hong Kong
McCabe, G. – Thejll-Madsen, T. (2020): Reflection Toolkit / Definition of reflection. Available at:
https://www.ed.ac.uk/reflection (Accessed 31.08.2021)
McCarthy, T. (2013): Levels of Reflection: The Mirror, the Microscope and the Binoculars. International Journal of Self-Directed Learning. 10/1. 1–22
Mercer, S. (2022): Foreword. In: Kovács, G. (2022): A Comprehensive Language Coaching Handbook. Pavilion Publishing and Media Ltd: Shoreham by Sea, West Sussex
Mynard, J. (2012): A suggested model for advising in language learning. In Carson, L. – Mynard, J. (eds.) (2012): Advising in Language Learning: Dialogue, Tools and Context. Routledge: Abingdon, UK
Mynard, J. (2019): Learner Autonomy: research and Practice. Humanising Language Teaching. 21/2
Oxford, R. L. (2003): Toward a more systematic model of L2 learner autonomy. In: Palfreyman, D. – Smith, R. C. (eds.) (2003): Learner autonomy across cultures: language education perspectives. Palgrave Macmillan: London.
https://doi.org/10.1057/9780230504684_5
Oxford, R. L. (2015): Expanded perspectives on autonomous learners. Innovation in Language Learning and Teaching. 9/1, 58-71.
https://doi.org/10.1080/17501229.2014.995765
Scharle, Á. – Szabó, A. (2000): Learner autonomy: a guide to developing learner responsibility. Cambridge University Press: Cambridge
Spänkuch, E. (2018): Sprachlern-Coaching. Befähigen statt Belehren. Magazin Sprache. Goethe-Institut
Spiczéné Bukovszki, E. (2016): Az önálló nyelvtanulóvá nevelés lehetőségei: felsőoktatási szaknyelvtanárok nézetei a nyelvtanulói autonómiáról. (PhD disszertáció). Eszterházy Károly Egyetem, Eger
Sudhershan, A. (2012): Fostering autonomy in intercultural language learning in the foreign language classroom: a case study of international students learning English at a higher education institution in Ireland (PhD disszertáció). Dublin City University
Szénich, A. – Asztalos, R. (2022): Az autonóm nyelvtanulás támogatásának eszközei a CORALL-projekt keretein belül. Modern Nyelvoktatás. 28/3-4. 110–121.
https://doi.org/10.51139/monye.2022.3-4.110.121
Tassinari, M. G. (2012): Kompetenzen für Lerneratonomie einschätzen, fördern und evaluieren. Fremd-sprachen Lehren und Lernen. 41/1. 10–24
Tassinari, M. G. (2017): Autonomie auf den Lehrplan setzen: So geht es. Magazin Sprache. Goethe-Institut.
Wenden, A. L. (2001). Meta-cognitive knowledge in SLA: The neglected variable. In: Breen, M. P. (ed.) (2001): Learner contributions to language learning: New directions in research. Pearson UK: London
Internetes hivatkozások
Web1 Corall projekt https://corallprojecteu.wixsite.com/presentation
Web2 ITTA projekt https://www.itta.uva.nl/learnerautonomy/how-to-developlearner-autonomy-59
