الفهرس الالي لمكتبة كلية اللغات الاجنبية

Titre :	Establishing self-access : from theory to practice
Type de document :	texte imprimé
Auteurs :	Gardner, David, Auteur ; Miller, Lindsay, Auteur
Editeur :	Cambridge : Cambridge University Press
Année de publication :	1999
Importance :	276 p.
Présentation :	ill., plans
Format :	24 cm
ISBN/ISSN/EAN :	978-0-521-58556-9
Note générale :	Bibliogr. p. 262-271. Index Autre tirage : 2005
Langues :	Anglais (eng)
Mots-clés :	English language)  Languages  Study and teaching  Autonomy  Learning (psychology).
Résumé :	Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.

Establishing self-access : from theory to practice [texte imprimé] / Gardner, David, Auteur ; Miller, Lindsay, Auteur . - [S.l.] : Cambridge : Cambridge University Press, 1999 . - 276 p. : ill., plans ; 24 cm.
ISBN : 978-0-521-58556-9
Bibliogr. p. 262-271. Index Autre tirage : 2005
Langues : Anglais (eng)

Mots-clés :

English language)  Languages  Study and teaching  Autonomy  Learning (psychology).

Résumé :

Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.