Beyond The Abstracts: Learning Processes as Learning Contents

Press/Media: Relating to Research

Description

In this episode of Beyond the Abstracts I speak with Lienhard Legenhausen. Lienhard is professor emeritus of Language Pedagogy at the University of Münster, Germany. He underwent teacher training in the late sixties to become a teacher of English. After a short teaching period at a German Gymnasium (grammar school) he accepted a post at the Institute of Linguistics in Stuttgart. The title of his PhD thesis was Error Analysis and Error Evaluation the data basis of which included 26 000 errors made in so-called Abitursarbeiten (A-level exams). In 1975 he became a professor of English Linguistics at the University of Düsseldorf where he stayed till 1992.  From 1992 onwards up to his retirement in 2006 he worked at the University of Münster where he was responsible for Language Pedagogy (Sprachlehr- und Sprachlernforschung). After his retirement he was invited as a visiting professor to the National Bohdan Chmelnitzkij University in Ukraine. For twelve consecutive years he taught linguistic and methodology courses there in the Spring Terms.

 

His research interests include English linguistics, the study of learner language, technology-enhanced language learning as well as learner- centred approaches to classroom learning/teaching. In the late 80s and early 90s he conducted various research projects on The Computer in Foreign Language Learning with Dieter Wolff, which were funded by the German Research Foundation. He also started the LAALE project (Language Acquisition in an Autonomous Learning Environment) together with Leni Dam, in which they systematically observed the linguistic development of a class of Danish mixed ability learners who were taught according to the principles of autonomous language learning over a period of four years.

And now, here is my conversation with Lienhard Legenhausen:

https://learnerautonomy.wp.st-andrews.ac.uk/researcher-interviews/#processascontent

We begin by talking about Lienhard’s own academic background and how he first came into contact with Leni Dam’s autonomy classroom. We then turn to our key question – does autonomy work? Lienhard is convinced, and to that end, we discuss the evidence presented in chapters 5 and 6 of Language Learner Autonomy: Theory, Practice and Research (2017) by David Little, Leni Dam and Lienhard Legenhausen. He gives a detailed overview of the LAALE project, explaining the rationale for its research design. We discuss the evidence presented: improvements in vocabulary and grammatical acquisition, growth in pragmatic competence, and finally the reliability of learners’ self-assessments.  Addressing the evidence in turn, Lienhard concludes that the implicit gains in the Danish autonomy classroom outstripped those made under explicit instruction in the German classroom. Their own learning processes were made the content of their learning. As a counterpoint to the statistical evidence, we also cover case studies of two learners. Dennis and Susan, facing challenges with behaviour and dyslexia respectively, but who bloomed in the inclusive, peer-supportive environment of the autonomy classroom in the LAALE project. We also cover the role of teacher reflection with logbooks, technology in the classroom, among other topics. The conversation will interest those in the research evidence behind the autonomy classroom.

Learn More:

 

English Linguistics

(1972) (with E. König). Englische Syntax I. Komplexe Sätze. Frankfurt/M.: Fischer Athenäum

(1985). "Die SF/EF-Distribution in englischen Rundfunkreportagen". In: Hüllen, W./Schulze, R. (eds.) (1985). Tempus, Zeit und Text. Heidelberg: Carl Winter, pp. 117-135.

 (1988). "Lexical causatives and transitional relations to non-causatives". In: Klegraf, J./Nehls, D. (eds.) (1988). Essays on the English Language and Applied Linguistics. Heidelberg: Groos, pp. 131-146.

 (1989). "Grammatical fuzziness im Englischen". Arbeiten aus Anglistik und Amerikanistik 14. 73- 88.

(1997). "Metaphorical and metonymic extensions of lexical phrases with hand -

linguistic analyses and didactic implications ." In: Dow, J.R. / Wolff, M. (eds.). Languages and Lives - Essays in Honor of Werner Enninger. New York: Lang, pp. 241-253.

Computer-assisted language learning (CALL)

(1990). (with D. Wolff). "CALL in use - use of CALL: Evaluating CALL software". System 18. 1-13.

(1990). (with L. Dam / D. Wolff). "Text production in the foreign language classroom and the word processor." System  18. 325-334.

 (1991).  (with D. Wolff) "Zur Arbeit mit Konkordanzen im Englischunterricht." Der Fremdsprachliche Unterricht 25. 24-29

(1995). (with A. Eck / D. Wolff). Telekommunikation und Fremdsprachenunterricht:

            Informationen, Projekte, Ergebnisse. Bochum: AKS-Verlag.

Learner Languages / Autonomous Language Learning

(1991). "Code-switching in learners' discourse." International Review of Applied Linguistics in Language Teaching 29. 61-73.

(1996). "The identification of over- and underrepresentation in learner languages through

 frequency lists and concordancing." In: Rüschoff, B. / Wolff, D. (eds.). Technology-enhanced Language learning in Theory and Practice. Szombathely: Balogh & Co, pp.  222-238.

(1996). (with L. Dam). “The acquisition of vocabulary in an autonomous language learning

  environment - the first months of beginning English.” In:  Pemberton, R. et al. (ed.). Taking Control - Autonomy in Language Learning.  Hong Kong: Hong Kong University Press, pp. 265-280.

(1999). "Language acquisition without grammar instruction? - The evidence from an        autonomous classroom." Revista Canaria de Estudios Ingleses (RCEI) 38. 63-76. (2000). “Principles of authenticity and the autonomous classroom.” In: Plag, I, / Schneider,

K.-P. (eds.) Language Use, Language Acquisition and Language History. Trier: Wissenschaftlicher Verlag, pp. 200-212.

(2001). "Discourse  behaviour in an autonomous learning environment." AILA Review 15. 65       - 69.

(2009). "Autonomous language learning." In: Knapp, K. / Seidlhofer, B. (eds.). Handbook

of Applied Linguistics. Vol. 6: Foreign Language Communication and Learning. Berlin: Mouton de Gruyter, pp. 373 - 400.

(2010). (with L. Dam). "Testing versus evaluation in autonomous language learning."

In: Paran, A. / Sercu, L. (eds.). Testing the Untestable in Language Education. Oxford:   Multilingual Matters, pp. 120-139.

(2017). (with D. Little & L. Dam) Language Learner Autonomy. Theory, Practice and Research. Bristol: Multilingual Matters.

 (2018). “Learner Autonomy as a response to the challenges of educational inclusion.” In: Schwienhorst, K. (ed.) Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Hong Kong: Candlin & Mynard ePublishing, pp. 29-49. Also: IATEFL: Canterbury, UK.  (E-book from Amazon and Kindle).

 (2019). “The development of a dyslexic learner in the autonomy classroom – A case study.” In: Burkert, A. / Dam, L. / Ludwig, Ch. (eds.). The Answer is Learner Autonomy: Issues in Language Teaching and Learning. Hong Kong:Candlin & Mynard ePublishing, pp.118-134. Also:  Canterbury: IATEFL e-Book; pp. 95-108.

Period3 Dec 2024

Media contributions

1

Media contributions

  • TitleBeyond The Abstracts: Learning Processes as Learning Contents - Lienhard Legenhausen (December 2024, Episode 13)
    Degree of recognitionInternational
    Media name/outletBeyond The Abstracts
    Media typePodcast
    Country/TerritoryUnited Kingdom
    Date3/12/24
    DescriptionIn this episode of Beyond the Abstracts I speak with Lienhard Legenhausen. Lienhard is professor emeritus of Language Pedagogy at the University of Münster, Germany. He underwent teacher training in the late sixties to become a teacher of English. After a short teaching period at a German Gymnasium (grammar school) he accepted a post at the Institute of Linguistics in Stuttgart. The title of his PhD thesis was Error Analysis and Error Evaluation the data basis of which included 26 000 errors made in so-called Abitursarbeiten (A-level exams). In 1975 he became a professor of English Linguistics at the University of Düsseldorf where he stayed till 1992. From 1992 onwards up to his retirement in 2006 he worked at the University of Münster where he was responsible for Language Pedagogy (Sprachlehr- und Sprachlernforschung). After his retirement he was invited as a visiting professor to the National Bohdan Chmelnitzkij University in Ukraine. For twelve consecutive years he taught linguistic and methodology courses there in the Spring Terms.

    His research interests include English linguistics, the study of learner language, technology-enhanced language learning as well as learner- centred approaches to classroom learning/teaching. In the late 80s and early 90s he conducted various research projects on The Computer in Foreign Language Learning with Dieter Wolff, which were funded by the German Research Foundation. He also started the LAALE project (Language Acquisition in an Autonomous Learning Environment) together with Leni Dam, in which they systematically observed the linguistic development of a class of Danish mixed ability learners who were taught according to the principles of autonomous language learning over a period of four years.

    And now, here is my conversation with Lienhard Legenhausen:
    https://learnerautonomy.wp.st-andrews.ac.uk/researcher-interviews/#processascontent

    We begin by talking about Lienhard’s own academic background and how he first came into contact with Leni Dam’s autonomy classroom. We then turn to our key question – does autonomy work? Lienhard is convinced, and to that end, we discuss the evidence presented in chapters 5 and 6 of Language Learner Autonomy: Theory, Practice and Research (2017) by David Little, Leni Dam and Lienhard Legenhausen. He gives a detailed overview of the LAALE project, explaining the rationale for its research design. We discuss the evidence presented: improvements in vocabulary and grammatical acquisition, growth in pragmatic competence, and finally the reliability of learners’ self-assessments. Addressing the evidence in turn, Lienhard concludes that the implicit gains in the Danish autonomy classroom outstripped those made under explicit instruction in the German classroom. Their own learning processes were made the content of their learning. As a counterpoint to the statistical evidence, we also cover case studies of two learners. Dennis and Susan, facing challenges with behaviour and dyslexia respectively, but who bloomed in the inclusive, peer-supportive environment of the autonomy classroom in the LAALE project. We also cover the role of teacher reflection with logbooks, technology in the classroom, among other topics. The conversation will interest those in the research evidence behind the autonomy classroom.
    Learn More:

    English Linguistics
    (1972) (with E. König). Englische Syntax I. Komplexe Sätze. Frankfurt/M.: Fischer Athenäum
    (1985). "Die SF/EF-Distribution in englischen Rundfunkreportagen". In: Hüllen, W./Schulze, R. (eds.) (1985). Tempus, Zeit und Text. Heidelberg: Carl Winter, pp. 117-135.
    (1988). "Lexical causatives and transitional relations to non-causatives". In: Klegraf, J./Nehls, D. (eds.) (1988). Essays on the English Language and Applied Linguistics. Heidelberg: Groos, pp. 131-146.
    (1989). "Grammatical fuzziness im Englischen". Arbeiten aus Anglistik und Amerikanistik 14. 73- 88.
    (1997). "Metaphorical and metonymic extensions of lexical phrases with hand -
    linguistic analyses and didactic implications ." In: Dow, J.R. / Wolff, M. (eds.). Languages and Lives - Essays in Honor of Werner Enninger. New York: Lang, pp. 241-253.
    Computer-assisted language learning (CALL)
    (1990). (with D. Wolff). "CALL in use - use of CALL: Evaluating CALL software". System 18. 1-13.
    (1990). (with L. Dam / D. Wolff). "Text production in the foreign language classroom and the word processor." System 18. 325-334.
    (1991). (with D. Wolff) "Zur Arbeit mit Konkordanzen im Englischunterricht." Der Fremdsprachliche Unterricht 25. 24-29
    (1995). (with A. Eck / D. Wolff). Telekommunikation und Fremdsprachenunterricht:
    Informationen, Projekte, Ergebnisse. Bochum: AKS-Verlag.
    Learner Languages / Autonomous Language Learning
    (1991). "Code-switching in learners' discourse." International Review of Applied Linguistics in Language Teaching 29. 61-73.
    (1996). "The identification of over- and underrepresentation in learner languages through
    frequency lists and concordancing." In: Rüschoff, B. / Wolff, D. (eds.). Technology-enhanced Language learning in Theory and Practice. Szombathely: Balogh & Co, pp. 222-238.
    (1996). (with L. Dam). “The acquisition of vocabulary in an autonomous language learning
    environment - the first months of beginning English.” In: Pemberton, R. et al. (ed.). Taking Control - Autonomy in Language Learning. Hong Kong: Hong Kong University Press, pp. 265-280.
    (1999). "Language acquisition without grammar instruction? - The evidence from an autonomous classroom." Revista Canaria de Estudios Ingleses (RCEI) 38. 63-76. (2000). “Principles of authenticity and the autonomous classroom.” In: Plag, I, / Schneider,
    K.-P. (eds.) Language Use, Language Acquisition and Language History. Trier: Wissenschaftlicher Verlag, pp. 200-212.
    (2001). "Discourse behaviour in an autonomous learning environment." AILA Review 15. 65 - 69.
    (2009). "Autonomous language learning." In: Knapp, K. / Seidlhofer, B. (eds.). Handbook
    of Applied Linguistics. Vol. 6: Foreign Language Communication and Learning. Berlin: Mouton de Gruyter, pp. 373 - 400.
    (2010). (with L. Dam). "Testing versus evaluation in autonomous language learning."
    In: Paran, A. / Sercu, L. (eds.). Testing the Untestable in Language Education. Oxford: Multilingual Matters, pp. 120-139.
    (2017). (with D. Little & L. Dam) Language Learner Autonomy. Theory, Practice and Research. Bristol: Multilingual Matters.
    (2018). “Learner Autonomy as a response to the challenges of educational inclusion.” In: Schwienhorst, K. (ed.) Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Hong Kong: Candlin & Mynard ePublishing, pp. 29-49. Also: IATEFL: Canterbury, UK. (E-book from Amazon and Kindle).
    (2019). “The development of a dyslexic learner in the autonomy classroom – A case study.” In: Burkert, A. / Dam, L. / Ludwig, Ch. (eds.). The Answer is Learner Autonomy: Issues in Language Teaching and Learning. Hong Kong: Candlin & Mynard ePublishing, pp.118-134. Also: Canterbury: IATEFL e-Book; pp. 95-108.
    URLhttps://learnerautonomy.wp.st-andrews.ac.uk/researcher-interviews/#processascontent
    PersonsThomas Stringer, Lienhard Legenhausen