Abstract
This chapter discusses the development of the concept of autonomy in ELT and makes particular reference to its role in helping teachers come to terms with changing landscapes of teaching and learning. It then goes on to outline what we know about autonomy and its implementation to date and to discuss three current issues of concern: the social character of autonomy, learners’ knowledge of the learning process, and teacher autonomy. The chapter concludes by indicating possible future developments in the field.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Allwright, R. L. (1988). Autonomy and individualization in whole-class instruction. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 35–44). ELT Documents, 131. London: Modern English Publications and the British Council.
Altman, H. B., & James, C. V. (Eds.). (1980). Foreign language teaching: Meeting individual needs. Oxford: Pergamon.
Aoki, N. (2002). Aspects of teacher autonomy: Capacity, freedom, and responsibility. In P. Benson & S. Toogood (Eds.), Learner autonomy: Challenges to research and practice (pp. 11–124). Dublin: Authentik.
Barfield, A., & Nix, M. (Eds.) (2003). Learner and teacher autonomy in Japan 1: Autonomy you ask! Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.
Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 111–117). London: Longman.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (Eds.), Learner autonomy: Challenges to research and practice (pp. 10–28). Dublin: Authentik.
Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.) Information technology and innovation in language education. (pp. 173–192). Hong Kong: Hong Kong University Press.
Benson, P., & Lor, W. (1998). Making sense of autonomous language learning: Conceptions of learning and readiness for autonomy (English Centre Monograph, No. 2). Hong Kong: University of Hong Kong, English Centre.
Benson, P., & Lor, W. (1999). Conceptions of language and language learning. System, 27, 459–472.
Benson. P., & Nunan, D. (Eds.) (2002). Special issue on the experience of language learning. Hong Kong Journal of Applied Linguistics, 7(2).
Benson. P., & Nunan, D. (Eds.) (2004). Learners’ stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
Benson, P., & S. Toogood (Eds.). (2002). Learner autonomy: Challenges to research and practice. Dublin: Authentik.
Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. London: Longman.
Blue, G. (2001, 27 September–3 October). Declaring campus independence. [Supplement on Learning English]. Guardian Weekly. p. 3.
Boud, D. (1988). Developing student autonomy in learning. London: Kogan Page.
Breen, M. P., & Littlejohn, A. (Eds.). (2000). The process syllabus: Negotiation in the language classroom. Cambridge: Cambridge University Press.
Breen, M. P., & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 132–149). London: Longman.
Brookes, A., & Grundy, P. (Eds.). (1988). Individualization and autonomy in language learning. (ELT Documents No. 131). Modern English Publications / British Council.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23, 195–206.
Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System, 27, 493–515.
Cotterall, S., & Crabbe, D. (Eds.). (1999). Learner autonomy in language learning: Defining the field and effecting change. Bayreuth Contributions to Glottodidactics, Vol. 8. Frankfurt am Main: Lang.
Crabbe, D. (1993). Fostering autonomy from within the classroom: The teacher’s responsibility. System, 21, 443–452.
Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.
Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment-the first months of beginning English. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 265–280). Hong Kong: Hong Kong University Press.
Dewey, J. (1916). Democracy and education. New York: The Free Press.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik.
Dickinson, L., & Wenden, A. (Eds.). (1995). Special issue on autonomy. System, 23.
Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Geddes, M., & Sturtridge, G. (Eds.). (1982). Individualisation. London: Modern English Publications.
Gremmo, M-J., & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23, 151–164.
Healy, D. (1999). Theory and research: Autonomy and language learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice and critical issues (pp. 391–402). Alexandria, VA: TESOL.
Holec, H. (1980). Learner training: Meeting needs in self-directed learning. In H. B. Altman & C. Vaughan James (Eds.), Foreign language learning: Meeting individual needs (pp. 30–45). Oxford: Pergamon.
Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. (Original work published 1979, Strasbourg: Council of Europe).
Holec, H. (Ed.). (1988). Autonomy and self-directed learning: Present fields of application, Strasbourg: Council of Europe.
Hurd, S. (2001). Managing and supporting language learners in open and distance learning environments. In M. Mozzon-McPherson & R. Visman (Eds.), Beyond language teaching towards language advising. London: CILT, in association with the University of Hull.
Illich, I. (1971). Deschooling society. New York: Harper & Row.
Kelly, G. (1963). A theory of personality. New York: Norton.
Kenny, B. (1993). For more autonomy. System, 21, 431–442.
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York/Cambridge: The Adult Education Company.
Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 14–39). Cambridge: Cambridge University Press.
Kohonen, V. (Ed.) (2000). Experiential learning in foreign language education. London: Longman.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lamb, T. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 118–127). London: Longman.
Legenhausen, L. (1999a). Language acquisition without grammar instruction? The evidence from an autonomous classroom, Revista Canaria de Estudios Ingleses, 38.
Legenhausen, L. (1999b). The emergence and use of grammatical structures in conversational interactions: Comparing traditional and autonomous learners. In B. Mißler & U. Multhaup (Eds.), The construction of knowledge, learner autonomy and related issues in foreign language learning (pp. 27–40). Tübingen: Stauffenberg.
Legenhausen, L. (1999c). Traditional and autonomous learners compared: The impact of classroom culture on communicative attitudes and behaviour. In C. Edelhoff & R. Weskamp (Eds.), Autonomes fremdsprachenlernen (pp. 166–182). Munich: Max Hueber Verlag.
Legutke, M., & Thomas, H. (1991). Process and experience in the language classroom. London: Longman.
Little, D. (1990). Autonomy in language learning. In I. Gathercole (Ed.), Autonomy in language learning (pp. 7–15). London: CILT.
Little, D. (1991). Learner autonomy. 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1994). Learner autonomy: A theoretical construct and its practical application. Die Neueren Sprachen, 93, 430–442.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23, 175–182.
Little, D. (1996). The politics of learner autonomy. Learning Learning, 2, 7–10.
Littlewood, W. T. (1997). Self-access: Why do want it and what can it do? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 79–92). London: Longman.
Littlewood, W. T. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 71–94.
Littlewood, W. T. (2002). Co-operative and collaborative learning tasks as pathways to autonomous interdependence. In P. Benson & S. Toogood (Eds.), Learner autonomy: Challenges to research and practice (pp. 29–40). Dublin: Authentik.
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
McGrath, I. (2000). Teacher autonomy. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 100–110). London: Longman.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical and practical issues. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 13–26). Hong Kong University Press.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192–203). London: Longman.
Palfreyman, D. & Smith, R. C. (Eds.) (2003). Learner autonomy across cultures: Language education perspectives. Basingstoke: Palgrave Macmillan.
Pemberton, R., Li, E. S. L., Or, W. W. F., & Pierson, H. D. (Eds.). (1996). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press.
Raz, J. (1986). The morality of freedom. Oxford: Oxford University Press.
Ribé, R., & Vidal, N. (1993). Project work London: Heinemann.
Riley, P. (Ed.). (1985). Discourse and learning. London: Longman.
Riley, P. (1997). ‘BATs’ and ‘BALLs’: Beliefs about talk and beliefs about language learning. Autonomy 2000: The Development of Learning Independence in Language Learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.
Riley, P., & Zoppis, C. (1985). The sound and video library. In P. Riley (Ed.), Discourse and learning (pp. 286–298). London: Longman.
Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
Rosewell, L. V., & Libben, G. (1994). The sound of one-hand clapping: How to succeed in independent language learning. Canadian Modern Language Review, 50, 668–688.
Schellekens, P. (2001, September 27–October 3). Three ways to teach won’t do [Supplement on Learning English]. Guardian Weekly, p. 3.
Simmons, D., & Wheeler, S. (1995). The process syllabus in action. Sydney: National Centre for English Language Teaching and Research.
Sinclair, B. (1999). Wrestling with a jelly: The evaluation of learner autonomy. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (pp. 95–109). Hong Kong: Hong Kong Association for Self-Access Learning and Development.
Sinclair, B., McGrath, I., & Lamb, T. (Eds.). (2000). Learner autonomy, teacher autonomy: Future directions. London: Longman.
Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 163–166). Bayreuth Contributions to Glottodidactics, Vol. 8. Frankfurt am Main: Lang.
Tough, A. (1971). The adult’s learning projects. Toronto: Ontario Institute for Studies in Education.
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
Vieira, F. (1999). Pedagogy for autonomy: Teacher development and pedagogical experimentation-an in-service teacher training project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 153–162). Bayreuth Contributions to Glottodidactics, Vol. 8. Frankfurt am Main: Lang.
Voller, P. (1997). Does the teacher have a role in autonomous learning? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 98–113). London: Longman.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24, 1–14.
Wenden, A. L. (1991). Learner strategies for learner autonomy. London: Prentice Hall International.
Wenden, A. L. (1995). Learner training in context: A task-based approach to promoting autonomy. System, 23, 183–194.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515–537.
Wenden, A. L. (Ed.). (1999). Special issue on metacognitive knowledge and beliefs in language learning, System, 27.
Young, R. (1986). Personal autonomy: Beyond negative and positive liberty. London: CroomHelm.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer Science+Business Media, LLC.
About this chapter
Cite this chapter
Benson, P. (2007). Autonomy and Its Role in Learning. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_48
Download citation
DOI: https://doi.org/10.1007/978-0-387-46301-8_48
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-46300-1
Online ISBN: 978-0-387-46301-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)