Autonomy in Language Learning: Getting Learners Actively Involved

Marcella Menegale

• Publisher: Candlin & Mynard ePublishing Limited
• Year: 2019
• ISBN:
  9781370640805
• Topic: Education
• Subtopic: Teaching Languages

The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.

CHAPTER 1: Researching autonomous language learning: Issues and some findings

Lienhard Legenhausen

University of Münster, Germany

Abstract

The principles of learner-centred approaches in foreign language classes are widely accepted by researchers and practitioners alike. However, when it comes to practical issues of implementing these principles systematically, for example, in the autonomous classroom, then a host of skeptical voices can be heard. The article stresses the need for empirical research which can illustrate the linguistic outcomes of learners acquiring the foreign language in an autonomous learning environment. After outlining the general state of play as regards autonomous language learning and research, the article will first present some results from a research project focusing on the linguistic development of autonomous learners. Secondly, I will draw attention to the close affinity between autonomous learning and teacher-initiated action research, which might indicate a way for future action.

Keywords

Action research, learner autonomy, linguistic outcomes, grammatical competence, theory construction, work cycle

1. Introductory remarks

When it comes to autonomous language learning there are a host of open questions that await some more definite answers. They have to do not only with theory construction, and the various forms of implementation of autonomous principles in practice, but also with questions such as:

• Why have principles of autonomous language learning not reached classrooms on a wider scale?

• How can the quality of learning in autonomous classrooms be described in more explicit terms?

• How do learning results compare to those in other – more traditional – contexts?

Summarizing the state of affairs, David Little comes to the conclusion:

Very little research has focused explicitly on the relation between learner autonomy, the processes of learning, and the development of proficiency in the target language (Little 2008: 39).

Small wonder then that the acceptability of autonomous language learning by stakeholders meets with reservations. It is especially empirical evidence of successful practices that could, for example, counter sceptical voices of practitioners and others who often find the ideas appealing if not fascinating, but, for various reasons, not actually feasible in their own teaching contexts. So what we need is, on the one hand, more hard and reliable research results that convincingly demonstrate that autonomous language learning is a highly successful way of going about the learning/teaching undertaking. On the other hand, we must also find ways of getting teachers involved in these research questions and illustrate ways in which they can move their teaching practices towards more autonomy. It is here that the concept of action research seems the most promising option.

2. Research and the autonomous classroom: The state of play

As is well-known, research stands in a reciprocal relationship to theory construction, on the one hand, and practice, on the other. Theory construction is one of the aims of research, but at the same time, any research approach is also theory-laden. The ultimate aim of both theory and research is to improve control of practical issues, which means improving practice. Thus, research, theory and practice can be said to stand in a triangular relationship in which each has an impact on and is influenced by the other two constructs (cf. Figure 1).

Figure 1: Research-Theory-Practice: a triangular relationship

The field of learner autonomy, however, is not without problems in all three components of the triangle. As regards theory construction, Rebecca Oxford has stated that ‘that the theoretical framework of learner autonomy […] is far from coherent’ (Oxford 2003: 75). She herself claims to have come up with a more ‘systematic model of L2 learner autonomy’, and she suggests four perspectives on autonomy:

• A technical perspective (focus on the physical situation => cf. self-access centres)

• A psychological perspective (focus on the learner)

• A sociocultural perspective (focus on mediated learning, i.e. social interactions)

• A political-critical perspective (focus on ideologies, power and access to power; cf. emancipatory)

These ‘perspectives’ – if they are intended to form a more systematic model of learner autonomy, that is – lack one essential ingredient of a model: the interrelationships between the various components are not indicated.

Many researchers believe, for example, that the psychological dimension is m...