Approaches to Learner Autonomy in Language Learning

Approaches to Learner Autonomy in Language Learning

Teacher S.Qo'ziyev

Student I.Qohhoraliyev

You cannot teach a man anything; you can only help him find it within himself. Galileo Galilei (1564-1642)

Learner Autonomy Defined

• Ability to take charge of one’s own learning
• Main idea behind learner autonomy is that students should take responsibility for their own learning, rather than be dependent on the teacher (Holec 1981)
• “The autonomous learner is one that constructs knowledge from direct experience, rather than one who responds to someone’s instruction” (Benson 2001)     

Characteristics of Autonomy

• Concept based in natural tendency for learners to take control over their learning. Autonomy may be displayed in different ways and to different degrees depending on each learner and learning situation.
• Learners who lack autonomy are capable of developing it given appropriate conditions and preparation.
• Autonomous learning is more effective than non-autonomous learning.

Versions of Autonomy

• The act of learning a language outside the framework of an educational institution and without the intervention of a teacher
• The capacity which allows learners to take more responsibility for their own learning
• The conditions that allow learners to control the process and content of learning as well as the institutional context within which learning takes place
• The capacity to interact and collaborate with others

• TECHNICAL
• PSYCHOLOGICAL
• POLITICAL
• SOCIAL

Characteristics of Autonomous Language Learners

• Seven main attributes (see Omaggio, 1978, cited in Wenden, 1998: 41-42):
• have insights into their learning styles and strategies
• take an active approach to the learning task at hand
• are willing to take risks
• are good guessers
• attend to form as well as to content, that is, place importance on accuracy as well as appropriacy
• develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply
• have a tolerant and outgoing approach to the target language

What Needs to Happen First

• Teacher becomes less of an instructor and more of a facilitator
• Students discouraged from relying on the teacher as the main source of knowledge
• Students’ capacity to learn for themselves is encouraged
• Students encouraged to make decisions about what they learn
• Students’ awareness of their own learning styles is encouraged
• Students encouraged to develop their own learning strategies

Oxford’s Model of Learner Autonomy

• Technical perspective
• Focus on physical situation
• Psychological perspective
• Focus on characteristics of learning
• Sociocultural perspective
• Focus on mediated learning
• Political-critical perspective
• Focus on ideologies, access, power structure

Some Background

• Autonomy is generally seen as a characteristic of adults
• Independent learning doesn’t mean solitude
• Autonomous learners are also part of communities of practice
• Autonomy is not necessarily a characteristic that is seen as important in learning in all cultures

Designing Courses that Promote Autonomy

• Take into consideration
• Learner goals
• The language learning process
• Tasks and design
• Learner strategies
• Reflection on learning

Our Goals as Teachers

• Train learners to function better while studying
• Ensure learners continue to acquire the second language after formal studies end (Field 2007)
• Not use set methodologies
• Our job is to create learning opportunities, not to impose a method. There’s no one way to learn a language (Benson 2001)