Originally published in The New Directions in Language Teaching Series, edited by Howard B. Altman and Peter Strevens.

Includes bibliographical references (p. 190-195.) and an index.

"This book explores the many ways in which teachers can help their students become more independent in their language learning. The first part of the book describes through a series of case studies the advantages of various forms of self-instruction. The second part looks at practical issues such as:
self-instruction in secondary and further education;
selecting and designing materials for self-instruction;
ways of supporting learners in their self-instruction;
preparing learners and teachers for self-instruction;
setting up and running a self-access centre;
helping learners to take part in assessing their own learning.

An important feature of the book is the wealth of practical examples of exercise materials, preparation activities and testing techniques which teachers can use directly or adapt to their own situations." (Book Cover)

CONTENTS:
Foreword by Howard B. Altman
Introduction

Part 1: Basic issues in self-instruction: introduction
1. What is self-instruction?
1.1. Some examples
1.2. Terminology and definitions
1.3. An overview of the book
1.4. Conclusion

2. Why self-instruction?
2.1. Practical reasons
2.2. Individual differences among learners
2.3. Educational aims
2.4. Motivation
2.5. Learning how to learn foreign languages
2.6. Conclusion

Part 2: Facilitating learning: introduction

3. Self-instructional systems
3.1. Systems used for adult learners
3.2. Schemes at school level
3.3. Conclusion

4. Materials for self-instruction
4.1. Authentic texts used directly by the learner
4.2. Commercially available materials
4.3. Materials written specially for self-instruction
4.4. Conclusion

5. Supporting the learner in self-instruction
5.1. The analysis of learners' needs
5.2. Learner contracts
5.3. Other ways of supporting learners
5.4. Conclusion

6. Self-access resources
6.1. Functions of a self-access resource
6.2. Physical organisation
6.3. Classification and indexing systems
6.4. Introduction to the resources
6.5. The operation of the system
6.6. Evaluation
6.7. Conclusion

7. Preparing for self-instruction
7.1. Types of preparation
7.2. Preparing teachers
7.3. Preparing adult learners
7.4. Preparing school learners
7.5. Conclusion

8. Self-assessment
8.1. Justification for self-assessment
8.2. The range of self-assessment
8.3. The feasibility of self-assessment
8.4. Conclusion

Conclusion

Appendices
Appendix A Preparation in the completion of contracts
Appendix B Preparation of teachers
Appendix C(I) Techniques for psychological and methodological preparation of learners
Appendix C(II) The Standard Reading Exercise
Appendix C(III) The Standard Listening Exercise
Appendix D(I) Examples of self-assessment techniques
Appendix D(II) Self- and peer-assessment of composition

Bibliography

Acknowledgements

Index