Plenary Speaker 1
Mr. Scott Thornbury
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Title of the Presentation:
The Secret History of Methods
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Abstract
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I’m regularly asked “What’s the latest method?”, suggesting that the concept of method persists, despite recent attempts to bury it (“The method concept is dead!”). I will review the history of methods, both to critique it, and to draw some lessons from past methods, arguing (a) there is nothing new under the sun and (b) that the ‘method’ associated with me, i.e Dogme ELT, is not in fact a method!
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Bio
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Scott Thornbury teaches on an MA TESOL program for the New School, New York. He is the author of a number of books on language and methodology. He is currently the series editor for the Cambridge Handbooks for Teachers.
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Schedule
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Wednesday, 11:00 – 12:00, Conference Hall with video streaming to Lecture Theatre 1
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Title of the Presentation:
Language Learner Autonomy:
What, Why and How
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Abstract
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This presentation is concerned with the theory and practice of language learner autonomy. The first part will explore the concept of learner autonomy with particular reference to the theory of Communities of Practice, while the second part will apply the theoretical argument to general language learning at school, CLIL (content-and-language-integrated learning) programmes, and language learning at university. The practical part of the presentation will be developed further in the associated workshop.
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Bio
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David Little retired as Associate Professor of Applied Linguistics at Trinity College Dublin in 2008. His principal research interest is the theory and practice of learner autonomy in second language education, on which he has published widely.
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Schedule
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Wednesday, 3:15 – 4:15, Conference Hall with video streaming to Lecture Theatre 1
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Title of the Presentation:
Enhancing Language Learning Through Learner Autonomy
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Abstract
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Based on the premise that learners are rarely shown how to learn, we journey from acquiring a language to language teaching, with insights taken from both key definitions of learning strategies, and research on good language learners. Factors that exert influences on learning are reviewed along with key theories that guide learning strategy research. Learner differences are explored through social, affective and communication strategies for learning in technologically-enhanced and under-resourced environments.
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Bio
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Martha Nyikos is Professor at Indiana University, USA in Foreign and Second Language (ESL) Education. Her research includes L2 language learning strategies-based instruction and their psycholinguistic bases, sociocultural dimensions of teacher education, and heritage language (L1) maintenance in linguistic isolation.
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Schedule
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Thursday, 8:45 – 9:45, Conference Hall with video streaming to Lecture Theatre 1
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Dr. Simon Borg
Dr. Saleh Al-Busaidi
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Title of the Presentation:
Teachers’ Beliefs about Learner Autonomy
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Abstract
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Learner autonomy has been a major area of interest in language teaching for over 20 years. While much has been written about how learner autonomy can support language learning, little is actually known about what learner autonomy means to English language teachers. This presentation addresses this gap by reporting the findings of a mixed methods study of teachers’ beliefs about learner autonomy conducted at a language centre in Oman.
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Bio
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Dr Saleh Al-Busaidi is an assistant professor of EFL. He is currently the Director of the LanguageCenter at SultanQaboosUniversity. He got his MA in English and PhD in the USA.
Dr Simon Borg is Professor of TESOL at the School of Education, University of Leeds. His areas of interest are language teacher education, grammar teaching, teacher research and research methods.
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Schedule
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Thursday, 10:00 – 10:45, Conference Hall
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