| Título: | AUTONOMÍA Y RESPONSABILIDAD EN EL APRENDIZAJE DE UNA LENGUA EXTRANJERA EN CONTEXTOS FORMALES. UNA EXPERIENCIA EN EL AULA |
| Autores: | Rodríguez Parente, José Manuel |
| Tipo de documento: | texto impreso |
| Editorial: | Universidad de Sevilla // UNED, 2017-01-31 |
| Dimensiones: | application/pdf |
| Nota general: |
ELIA: Estudios de Lingüística Inglesa Aplicada; Núm. 4 (2003); 87-106 2253-8283 1576-5059 Copyright (c) 2017 ELIA: Estudios de Lingüística Inglesa Aplicada http://creativecommons.org/licenses/by-nc-nd/4.0 |
| Idiomas: | Español |
| Palabras clave: | ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES |
| Resumen: | It is widely accepted that the existence of compulsory general education until the age of 16 -in practice up to 18- is a valuable achievement of our society. Students are offered the opportunity to complete their secondary education reasonably well prepared. Nevertheless, good intentions cannot always be realized due to a variety of circumstances: high student numbers, an overcrowded curriculum, and too few teacher-student contact hours per week are among the more serious obstacles. However, in this paper we will try to prove that in spite this unfavourable scenario a degree of learner autonomy is possible, and even necessary, in formal contexts of education, since we defend that “knowing” is good but “learning to find out” is even better. |
| En línea: | http://revistas.uned.es/index.php/ELIA/article/view/19288 |
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