Learner autonomy

Autonomy in learning is about people taking more control over their learning in
classrooms and outside them and autonomy in language learning about people taking
more control over the purposes for which they learn languages and the ways in which
they learn them (Benson, 2006).

The practice of learner autonomy requires insight, a positive attitude, a capacity for
reflection, and a readiness to be proactive in self-management and in interaction with
others (Little, 2016).

Arguments in favor of trying to make learners autonomous:

- If they are reflectively engaged with their learning, it is likely to be more

efficient and effective, because more personal and focused.
- If learners are proactively committed to their learning, the problem of
motivation is by definition solved.
- If language learning depends crucially on language use, learners who enjoy a
high degree of social autonomy in their learning environment should find it
easier than otherwise to master the full range of discourse roles on which
effective spontaneous communication depends.
(Little, 2016)

Interaction, output and the negotiation of meaning

Rather than learning grammatical structures, and then deploying these in

conversation, Hatch argued that interaction should come first, and that out of this
interaction grammatical knowledge would develop (Hatch quoted by Nunan, 2005).

Interaction contributes to development because it is the means by which the learner

is able to crack the code. This takes place when the learner can infer what is said even
though the message contains linguistic items that are not yet part of his competence
and when the learner can use the discourse to help him/her modify or supplement the
linguistic knowledge already used in production (Ellis quoted by Nunan, 2005).

Swain argued that, while input is necessary, it is not sufficient for acquisition; in
addition to input, learners need opportunities to produce the target language (Swain
quoted by Nunan, 2005).

Sources

Benson, P. Autonomy in Language Learning. Retrieved on August 10, 2006 from

<http://ec.hku.hk/autonomy/what.html> and <http://ec.hku.hk/autonomy/#k>.

Little, D. (2016). Learner autonomy and second/foreing language learning. Taken from
https://www.llas.ac.uk/resources/gpg/1409#toc_0

Nunan, D. (2005). Task-Based Language Teaching. Cambridge: Cambridge University

Press.