Autonomous Learning and Teaching in Foreign Language Education

Abstract

Over the past 25 years, autonomy has been a popular focus <br />for discussion and increasingly influential in foreign Language educa- <br />tion. Most research is concentrated on learner autonomy, while teacher <br />autonomy has been seriously neglected. Recently, however, researchers <br />and experts have realized that to enhance learner autonomy, we must <br />enhance teacher autonomy (e.g., Benson 2000; Little 1995; Little, Ridley <br />& Ushioda 2003; McGrath 2000; Thavenius 1999). Teacher autonomy is <br />now recognized as an important factor that affects the development of <br />learner autonomy in foreign language education. However, it is very dif- <br />ficult for teachers to develop autonomy in the classroom especially when <br />learners are used to traditional methods and techniques that teachers <br />play the main role. The concepts of teacher autonomy and learner au- <br />tonomy have been introduced and widely discussed as the learning re- <br />sponsibility of learners has been paid more attention to so as to improve <br />the learning autonomy in SLA. Therefore, a comprehensive discussion <br />of teacher autonomy and learner autonomy is of utmost importance to <br />foster a better understanding and application of learning autonomy. Au- <br />tonomy becomes a need for language learners and a must for language <br />teachers who play a key role in developing learners' autonomy.