After
I have read the articles about SLA and the way learners could achieve great
goals, I can say that learners' autonomy is the first important factor that
determines the students' success in SLA.
For
me, the best way to encourage the students to be autonomous learners is through
motivating them, especially intrinsically. Intrinsic motivation that arises
from the learners' own desire to learn is the best way to make them autonomous.
This can be achieved through giving the students information about the
importance of learning the language. Teachers can provide examples for their
own success in learning languages because of their own desire to do so, and
encourage students to develop their own skills in learning. Teachers and instructors, also, have to make
a close relationship with learners so as to be aware about the reasons they are
learning the language and their questions and concerns.
Another
way through which we can make autonomous learners is through acceptance of
their own opinions. We have to give students full chances to discuss and share
their views about learning, and give them a wide space for accepting their
understanding for everything. This can be done through open discussions that
comprehend sharing their own interests and concerns. Paying attention to the students’
different learning styles and strategies can help a lot in this issue. Whenever the teacher is aware about his/her
students learning styles, the materials he/she will provide have to be suitable
for all the needs and requirements of the learners. In addition, I think that
using the ABCD model is a very successful way in building learners autonomy for
it gives them full details about what they are learning and the way for
assessment.
Furthermore,
using technology can also play a facilitative role in building autonomous
learners. In my opinion, the best way in this situation is using blogs in which
students can reflect freely on what they are learning, and if they are
satisfied with what they have learnt. It is also important as students can
share them together and help each other collaboratively. Rubrics as well are very
effective in developing learning autonomy, because it gives the students enough
details about what to do and justifies the grades for each assessment. However,
giving the students hand in fixing and constructing the rubrics and grades for
themselves is a brilliant idea that enables them figure out what was important
to be assessed in their courses and how much grades should be assigned for each
part.
Khadija Muhammad Abdussalam
U of K
Khartoum, Sudan
Have
all Ss sit in a circle. Use a fake apple and toss it to one S. But
you must say one English word as you pass. The S then throws to another
S and says a different English word. If the student you threw it to
drops it, he/she is out. And the game keeps going until you have one
winner. It can be played with different categories, such as Food,
Animals, Etc. My students love it! (Submitted by Kim.S.).
This
is a great activity for reviewing vocab. Draw enough squares on the
board for each S to be able to draw in. Have the Ss write their names
above their squares. T calls out a word and the Ss draw it (could be
simple nouns e.g. "dog, bookcase, train", verb structures e.g. "draw a
man running, eating cake, sleeping") or adjectives ("draw a big
elephant, an angry lion, an expensive diamond ring"). For each S give a
score for his/her picture, and then move on to the next picture. The S
with the highest score at the end is the winner.
This
one is good for higher level kids. Make two teams and stand one S from
each team in front of the board, facing away from it. Write a word or
draw a picture on the board (e.g. "hamburger") and the Ss have to
explain that word to their team member (e.g. you can buy it in
McDonalds, it's got cheese and ketchup in it). The first S out of the
two standing in front of the board to guess the word wins a point for
his/her team.
Good
for reviewing target vocabulary (words or communicative expressions).
Set a "court" into the classroom by placing a skip-rope tied up to two
chairs. Make two small teams (the other Ss can be the crowd and or
challengers). Give each S a flyswatter ("Racket"). Inflate a balloon
(this will be the ball). Remember: the younger the Ss, the bigger the
balloon must be (slower). Decide who serves and for every winning shot
the team to call out the flashcard or picture card shown by the T to get
a point. Lots of fun! (NOTE: For very active Ss be careful since they
might hit the others' faces when playing). (submitted by Salvador
Domingo)
Children
just love this! It is basically a QUIZ game in which you ask children
questions (Target Vocabulary) like: "What's this? What fruit is red and
round? How many chairs are there in the classroom?" or the T simply
draws items on the board, makes animal noises so that they guess. You
can work with Ss or split the class into small groups/teams if you have a
large class. The T draws on the board a race track and each team or S
will be a BANANA waiting at the Starting Line. They will approach the
Goal line as they answer each question. Each right answer equals a step
towards the Goal Line. The BANANA who arrives there first, WINS!
(Submitted by Salvador Domingo).
