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Subject: learner autonomy ×

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    ItemOpen Access
    Learning of Second Foreign Language
    (Suleyman Demirel University, 2008) Karymsakova Katira
    This article examines the classification of strategies applied in the process of learning a second foreign language (2L). It provides a comprehensive overview of metacognitive, cognitive, and social-affective strategies, as well as specific techniques that enhance comprehension, memorization, and communication skills. Metacognitive strategies include planning, directed attention, self-management, and evaluation — enabling learners to consciously control their learning process. Cognitive strategies involve manipulation and transformation of learning material through repetition, note-taking, deduction, and elaboration. Social-affective strategies highlight the role of interaction, cooperation, and self-motivation in language acquisition. The paper further explores processes such as clarification, logical reasoning, memorization, compensation, and automatic regulation. Rubin’s (1995) profile of a “good learner” is discussed, emphasizing characteristics like active communication, tolerance of mistakes, autonomous practice, and constant self-monitoring. The study concludes that effective second language learning depends on the dynamic integration of direct and indirect strategies and that learner autonomy and motivation play decisive roles in mastering linguistic competence.
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    ItemOpen Access
    Internet Technology in a Content-Based Syllabus for English for Specific Purposes
    (Suleyman Demirel University, 2012) Djussenova B
    This article explores the integration of Internet technologies into a content-based syllabus for English for Specific Purposes (ESP), with a particular focus on the use of WebQuests. It argues that WebQuests, although originally designed for native speakers, can be effectively adapted for ESP instruction. By combining authentic online resources with inquiry-based and collaborative tasks, WebQuests support the integration of language learning and subject-specific content. The study highlights their role in enhancing learner motivation, critical thinking, communicative competence, and learner autonomy. The article concludes that WebQuests are a valuable tool for developing students’ academic and professional language skills within a learner-centred ESP framework.