Directions in Self-Access Language Learning

Preface

Preface As a concept, self-access language learning has been around for some time now. The notion, while not yet in its dotage, is certainly well beyond the first blush of youth. Despite this, there has been surprisingly little forward movement, either conceptually or pedagogically, since the concept began to attract serious attention in the early 1980s. There is some evidence that this state of affairs is beginning to change. One such piece of evidence is this edited collection. The various contributions to the collection come from colleagues in a number of different institutions in Hong Kong. It is understandable then, that they should reflect a variety of viewpoints, approaches and philosophies. Despite (or, perhaps because of) this, I believe that the volume as a whole shows that self-access learning, despite it's age (and one would not want to push the metaphor too far) is experiencing something of a growth spurt. In addition to this volume, a healthy research programme is in train, and some of the more interesting studies are being carried out in Hong Kong. While the principal aim of this volume is to act as a practical guide to preparing students for independent learning, I believe that the papers advance the cause of self-access learning conceptually as well as pedagogically. The conceptual strength of the papers takes the volume beyond the realm of the 'wish list' for the practitioner who is currently engaged in, or wishing to be involved in, self-access learning. For many years, I have argued the case for concepts such as learner centredness, learner autonomy, and learner independence, all of which differ in a number of criti~al ways. However, they also share a common philosophy, and a common focus on the learner. To that extent they belong to the same pedagogical family. It is therefore a source of considerable pride to me that this volume, and the conference from which it sprang, have had considerable input and support from the University of Hong Kong in general, and the English Centre in particular. I look forward , in the years to come, to lending my own energies, such as they are, to furthering the cause of self-access learning within the community of language learners in Hong Kong and beyond. Professor David Nunan Director English Centre The University of Hong Kong ...