Invited Speaker Terry Lamb
Biodata | Publications | Abstract
Terry
began his career teaching languages in secondary schools in England, where
he developed his commitment to the development of learner autonomy. He
now lectures in the School of Education, University of Sheffield, training
language teachers as well as supervising research students in the field
of learner autonomy. He is currently developing an Educational Doctorate
course in Autonomy in Language Learning.
Terry is one of the convenors of the AILA Scientific Commission on Learner Autonomy in Language Learning, and is also a member of a number of editorial boards, for example, the SAALT Journal for Language Teaching / SAVTO Tydskrif vir Taalonderrig (South African Association for Language Teaching). He is Past President of the Association for Language Learning.
His international work includes English teaching in Poland and Turkey, and consultancy to the Ministries of Education in Malaysia (on Learning how to Learn) and the Czech Republic. He has been a visiting lecturer in the USA, Austria, France, Germany, the Netherlands, Spain, and Sweden, and has delivered conference papers and keynote addresses worldwide.
Recent Publications
Lamb, T.E. (forthcoming, 2003) ‘Escaping from the treadmill: practitioner research and professional autonomy’, in Language Learning Journal.
Jimenez-Raya, M. and Lamb, T.E. (eds) (forthcoming, 2003) Dealing with diversity in the modern languages class (for Peter Lang publishers).
Lamb, T.E. (2001) 'Metacognition and motivation: learning to learn' in Chambers, G. (ed) (2001) Reflections on Motivation, London: CILT, pp 85-93.
Cotton, T. and Lamb, T. (2001) 'A 'Modern' European Education', in Pedagogika, roc. LI, 2001, Prague, Czech Republic, pp 62-69.
Sinclair, B., McGrath, I. and Lamb, T.E. (eds) (2000) Learner Autonomy, Teacher Autonomy: Future Directions. Addison Wesley Longman.
Lamb, T.E. (2000) ‘Reconceptualising disaffection – issues of power, voice and learner autonomy’, in Walraven, G., Parsons, C., Van Veen, D. and Day, C. (eds) (2000) Combating Social Exclusion through Education. Louvain, Belgium and Apeldoorn, Netherlands: Garant, pp 99-115.
Lamb, T.E. (2000) ‘Finding a voice: learner autonomy and teacher education in an urban context’, in Sinclair, B., McGrath, I. and Lamb, T. (eds) (2000) Learner Autonomy, Teacher Autonomy: Future Directions. Addison Wesley Longman, pp 118-127.
Lamb, T.E. (1999) ‘Locating the Issues: Urban Education as Consensus or Conflict’, in Website of the Thematic Network on Teacher education in Europe (http://tntee.umu.se/lisboa/).
Lamb, T.E. and Fisher, J. (1999) ‘Making connections: football, the Internet and reluctant language learners’, in Language Learning Journal no 20, December 1999, pp 32-36.
Lamb, T.E. (1998) ‘Now You're On Your Own: Developing Independent Language Learning’, in Gewehr, W. (ed) (1998) Aspects of Language Teaching in Europe. London: Routledge, pp 30-47.
Lamb, T.E. (1998) ‘Learning how to learn in Malaysia’, in IATEFL ISSUES, no 144, pp 14-15.
Lamb, T.E. (1997) ‘Self-management in the Secondary School Languages
Curriculum’ in Proceedings of the International Conference
AUTONOMY 2000: The Development of Learning Independence in Language
Learning, held at King Mongkut's Institute of Technology Thonburi,
Bangkok, Thailand, in association with the British Council, November
20-22 1996, pp101-115.
Abstract
Motivated to learn? Relationships between motivation and learner autonomy
There is clearly an intimate but complex relationship between the concepts of autonomy and motivation. On a simple level, we can state with confidence that autonomy relies on motivation, but can we state with equal confidence that motivation relies on autonomy? Indeed on a more complex level we find that the relationship can be problematic. Does working autonomously guarantee sustained motivation? Are there forms of motivation which discourage autonomy?
This paper will engage with motivation literature from a range of disciplines, including applied linguistics, in order to explore implications for our own practice as language learning facilitators. It will include reference to a range of research projects focusing on motivation as well as the speaker's own research into learners' voices in order to illustrate the theory.
E-mail: lcconf04@ust.hk
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