Author Description

"This book reports the findings of an Irish research-and-development project whose purpose was to explore ways of making post-primary foreign language learners more autonomous. It begins by considering learner autonomy first as a practical achievement and then as a theoretical construct. It goes on to explain how the project was organized, presents the quantitiative data collected in the early stages, and uses qualitative data to explore what the project meant to the teachers and learners involved. It concludes by summarizing the different perspectives on learner autonomy brought to the project by experienced practitioners and researchers from Denmark, Germany, Finland, Norway, and Spain. This book presents a unique insight into teaching and learning foreign languages at second level"--Publisher description