92-pages-GUIDELINES-FOR-SECONDARY-SCHOOLS-All-Streams-and-Sections

teachers can use David Nunan’s (1997) model 44 . This model which suggests five levels for developing learner
autonomy can be schematized as follows:
Level Learner Action Content Process
1 Awareness
Learners are made aware of the
pedagogical goals and content of the
materials they are using.
2 Involvement
3 Intervention
4 Creation
Learners are involved in selecting
their own goals from a range of
alternatives on offer.
Learners are involved in modifying
and adapting the goals and content of
the learning program.
Learners create their own goals and
objectives.
Learners identify strategy implications
of pedagogical tasks and identify their
own preferred learning styles/ strategies.
Learners make choices among a range of
options.
Learners modify / adapt tasks
Learners create their own tasks.
5 Transcendence
Learners go beyond the classroom
and make links between the content
of classroom learning and the world
beyond.
Learners become teachers and
researchers.
Learner training: teacher and learner roles
Learner training for learner autonomy suggests a radical shift of the roles both teachers and learners should play
in the classroom. While it necessitates some intervention on the part of the teacher, the latter is no longer
considered as a purveyor of knowledge or wielder of power. His or her status does not, accordingly, emanate
from his hierarchical authority, but from the good relationship with his/her learners. The learners should be
active partners in the learning operation. The list of the teacher’s roles below reflects a clear partnership (see,
table above) approach to the target language learning:
1. Agent of change
2. facilitator of learning
3. Diagnostician
4. Learner trainer
5. Collaborator/coach
6. Coordinator of the learners
7. Classroom researcher
8. Consultant/adviser
9. Language learner
44 In Andy Morall . Online. URL: http://elc.polyu.edu.hk/cill/staff/andydis1.htm. (October 29th, 2006)
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التوجيهات التربوية وبرامج تدريس مادة اللغة الإنجليزية س ت ث ت 2007