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Self access language learning centers are educational facilities designed for student learning that is at least partially, if not fully self-directed. Students have access to resources ranging from photocopied exercises with answer keys to computer software for language learning. These centers are an outgrowth of a style of learning that can go by several names: learner-centered approach, learner autonomy or self-directed learning. These centers exist primarily in Asia, Europe and North America. Use of such facilities and the pedagogical theory they are based upon has its advantages and disadvantages. Proper use can result in a feeling of empowerment and better learning outcomes, but getting to the point where students and teachers can exploit them effectively can be problematic. For this reason, the structure of established self access centers varies from completely student-directed work with classroom immersion to programs that provide primarily tutor or instructor guidance for student work.

セルフ・アクセス・センター（自己言語学習センター）というのは、自律的または準自律的学習のために設計された教育施設である. センターには、学生が解答付き課題や言語学習コンピューターソフト等に手に入れることができる. セルフ・アクセス・センターは主にアジア・ヨーロッパ・北アメリカに設置され、「学習者中心主義」、「学習者オートノミー」、「独学」など様々な呼び名のある学習方法に由来した. 施設の使用および基づいた教育学理論は利点と欠点がある. 適切な使用によってある種の力が与えられ、学習の成果を高める一方、生徒や教員が効率的に利用できるところまで至ることが難しい. そのため、セルフ・アクセス・センターの構成は授業で没入に伴い完全に生徒の自律学習を行うセンターから主に課題についてチューターや教員の導きを提供するセンターまで異なるセンターがある.

Definition　定義
Self access language learning promotes the approach where students study independently choosing from among different resources that are available. The theory behind this style of learning is that students, especially foreign language students, learn better if they have a say in how they learn. Self-access language learning is closely related to learner-centered approach, learner autonomy and self-directed learning as all focus on student responsibility and active participation for his/her own learning. This style of instruction is most often done in the setting of a self-contained learning environment or self-access center.

自己言語学習では、生徒が入手できる資料から自立的に選択し、学習する. 根拠になっている理論は生徒、特に外国語を学習する生徒、学習方法に影響力を持てば、より良い成果をもたらす. 学習者中心主義・学習者オートノミー・独学のように、自己言語学習も生徒の学習に関する責任や積極的な参加に焦点を合わせるから、密接に関係している. このような教授法は多くの場合、自己完結の学習環境やセルフ・アクセス・センターで行われている.

Self-access centers can be as simple as a classroom set aside with dictionaries and shelves of paper-based exercises to state-of-the-art digital centers with various types of computer- and Internet-based resources. What resources are available and how students are guided to use them depend on the financial resources available and how much learner autonomy an institution decides to give students.

セルフ・アクセス・センターは簡単なものとして、辞書や課題のプリントが置いてある特定した教室が代表し、コンピューターやインターネットの資料が様々提供している最先端なデジタル・センターもある. 財源および教育機関に与えられた学習者のオートノミーの規模により、資料や資料の使用導入が異なる.

Examples of self-access centers　セルフ・アクセス・センターの例

 * The Multimedia English Learning Center at the National Kaohsiung First University of Science and Technology in Taiwan has 60 computers, 2 service desks, 2 counseling rooms and discussion areas with sofas and tables. It is divided into two sections: a self-access program based on the university's intranet and self-directed learning materials available in the facility. It has 3 pedagogical goals: 1) to support English courses by reducing teacher workload 2) to make up for the limited time that large classes have for listening and speaking and 3) to foster autonomy and self-directive study strategies among students.
 * 台湾の國立高雄第一科技大學のマルチメディア・イングリッシュ・ラーニング・センターにはパソコンが60台、ヘルプデスクが２つ、相談室が２つ、ソファーやテーブルが備えている話し合い空間が１つある. センターは大学のイントラネットに基づいた自己学習プログラムと独学のための学習資料として二つに分けられている. 教育学的な目標が３つある. ①教員の仕事量を減らすことによって、英語授業を支援すること. ②大人数の授業においてのリスニング・スピーキングの限定した時間を補足すること. ③学生間のオートノミー・独習の戦略を教養すること.
 * The Language Learning Center at Offutt Air Force Base, Nebraska United States offers holds classes in 10 different language and provides self-learning materials in 57 languages. The center also has 22 computers with access to online language classes as well as a variety of self-paced learning materials.
 * アフット空軍基地（ネブラスカ州、米国）のランゲージ・ラーニング・センターは１０ヶ国語の授業、５７ヶ国語の独学資料を提供する. 更に、２２台のパソコンでオンライン言語授業や自分のペースで学べられる資料に利用できる.
 * アフット空軍基地（ネブラスカ州、米国）のランゲージ・ラーニング・センターは１０ヶ国語の授業、５７ヶ国語の独学資料を提供する. 更に、２２台のパソコンでオンライン言語授業や自分のペースで学べられる資料に利用できる.

Advantages　利点
Some of the advantages of this form of learning is that students at the very least set the pace of their work. Depending on the individual center, students can also set the level and content of their work. Students can use these centers voluntarily or can have assignments to complete there. The major advantage, therefore, is flexibility, with the purpose of giving the students themselves the opportunity to tailor the course more to their learning needs and styles than a more traditional mode of teaching.

セルフ・アクセス学習の利点として、すくなくとも、生徒がマイペースで努める. センターによって、学習のレベル・内容も生徒が選択できる. 自由に利用できるセンターもあり、課題をする義務のあるセンターもある. 従って、従来の教授法と比較すれば、主な利点は生徒に授業を自分の学習ニーズや形態に調整するための柔軟性である.

Use of multiple technologies in a more independent setting has been shown to improve motivation and increase students’ ability to work independently by taking more responsibility for their own learning. Students also report feeling more “empowered” by such modes of instruction.

より自律のある環境で複数のテクノロジーを使用することがモチベーションやより自分で責任を取ることにより独学力を高めることが証明されている. 生徒がある種の力を与えれたという報告もある.

Disadvantages　欠点
The major disadvantages of this mode has basically to do with the ability of both students and teachers to adapt and integrate this method effectively. Many students are not used to working independently, creating the need to provide guidance as to the use of this kind of center, at least in the beginning. One study reports that students do not seem to want too much freedom in their use of technology. 73% reported that they preferred a regularly scheduled lab time, with the facilitative presence of a teacher. Significantly less than half reported that they preferred completely free access to the lab or to do work at home on their own computer.

主な欠点は生徒と教員がセルフ・アクセス学習を適応・統合する能力に関わることである. 自律学習に慣れていない生徒が多くため、すくなくとも最初にセンターの利用導入が必要である. 生徒はテクノロジーを使用する場合、過剰な自由が欲しがらないという研究論文がある. 73%の生徒は促進効果のある教員が担当するコンピューター室を規則的に予定した時間に使用するのが好ましいと報告した. 50%未満が完全な自由にコンピューター室を利用することや自宅のパソコンで課題をこなすことが好ましいと報告した.

For teachers, the 'letting go' of control can be equally disorienting and it may seem that giving students such control depreciates teachers' skills and experience. Traditionally, teachers are used to being the center of student activity, controlling how, when and why students do what they do. Students have been expected to work in "lock-step" with the teacher orchestrating what students do to a very high degree. Teachers, in turn, rely on textbooks that allow little variation. Use of self-access center materials steer students way from the rigidity and "security" of this paradigm, causing teachers to lose their "all-powerful" and "all-knowing" position. This can cause problems integrating a self-access center due to political and institutional constraints.

教員にも、抑制をやめることにより混乱させる可能性があるし、生徒に抑制を与えることとして、教員の技能・経験を軽視させると思われる. 従来、教員が学生の活動の方法・時点・理由を抑制したり、活動の中心に位置していることに慣れている. 生徒は教員の細かい指導に従う期待があった. 教員も逸脱を認めない教科書に頼る. セルフ・アクセス・センターの資料を使用することにより、生徒が従来の硬直で安全な（と思われる）枠組みからそらされるから、教員がかつて全権を握り・全知のある位置を失う. 従って、政治的・機関的な制約により、セルフ・アクセス・センターが機関に統合させることに困難だと考えられる.

Other possible problems have to do with availability of physical resources.

Types　形態

 * Fully Independent Learning'''
 * In its most extreme form of self-directed learning, students set their own curriculum and goals, self-accessing their progress. Teachers function only as "counsellors" who give feedback after students evaluate their learning.


 * Semi-Guided Learning
 * To address problems with student use of self-access centers, some centers make tutors available to give academic and a kind of psychological support. Students may or may not choose how self-directed or tutor-dependent they choose to be.  While the academic effectiveness of a semi-independent study course has not been proven, student response to such a scheme in Hong Kong was very positive.


 * Self-access center combined with English-language writing center'''
 * In several universities in Taiwan, several universities such as National Taiwan University, Fu Jen Catholic University and National Sun Yat-Sen University, have joined the two facilities. While the union of the two facilities has not proved to provide any benefits, the idea has been promoted as a way to enhance both general writing skills, which in turn support the acquisition of other language skills such as reading, speaking and listening.


 * Online self-access learning
 * Online self-access or online language support, is a type of self-access learning. In its most basic form, online self-access involves institutions making language learning materials available online to students. More elaborate forms include opportunities for supporting learners online (e.g. through advisory sessions), tools for collaborative learning, e-portfolios, and active monitoring of student performance by the software. Examples of such systems include the University of Auckland's electronic learning environment and 'My English', developed at King Mongkut's University of Technology Thonburi, in Bangkok, Thailand. Many centres are using online resources from a variety of commercial English training services.


 * The KELP Project
 * The Kanda English Language Proficiency (KELP) program at Kanda University of International Studies in Japan is not a self-access center per se, but rather a program in which all English language classrooms become independent-learning or self-access centers. Work that is typically done in a self-access center as an adjunct to traditional classroom activities become the core of the program. Students, with help from the teacher, create what is essentially their own course.  The teacher becomes a "facilitator" who 1) sets up the classroom with needed materials at workstations 2) trains students to make course plans and consults with them to prepare learning contracts and for teacher approval 3) Manages learner assessment by making checking records made by students of their own progress are accurate and 4) Maintains discipline in the classroom.

See also　参考文献

 * Language education

External links　外部リンク

 * The SALC - Kanda University of International Studies, Japan
 * 神田外語大学のSALC（日本）
 * Language Learning Resource Center - ITESM-Campus Toluca
 * Language Learning Centre - Victoria University of Wellington, New Zealand
 * Self Access Center - World Language Center
 * English Language Self Access Centre
 * Self Access Center - University of Macedonia
 * Self-Access Center FH Frankfurt, Germany
 * UCL Self-Access Center London, UK

Category:Alternative education Category:Language schools