Misconceptions on Learner Autonomy: a Methodological and Conceptual Renewal
EKEV AKADEMİ DERGİSİ Yıl: 14 Sayı: 43 (Bahar 2010)
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MISCONCEPTIONS ON LEARNER AUTONOMY: A METHODOLOGICAL AND CONCEPTUAL RENEWAL
Asuman AŞIK (*)
Abstract Learner autonomy emerges as the result of many methodological innovations in second/foreign language teaching over the last dec1ades, especially in communicative language teaching and learner-centered approaches. As the learner has become the center of the foreign language teaching, autonomy has been attributed to the learner as one of the essential capabilities that a learner should have. Learners are the ones who are in charge of learning. To motivate learners in language education can happen only if the learners can learn on their own as well as the cooperation with teachers and their peers. Thus learner autonomy as applied to language learning means students’ taking more control over and having more responsibility for their own language learning process. However, while discussing and implementing this new point of view in language teaching, there has occured some misconceptions and points that need to be shed light on. This study tries to enlighten some misunderstandings about learner autonomy by referring related terms and issues. Therefore, it is also recommended that while discussing and/or implementing ‘learner autonomy’ in second/foreign language teaching, one should be attentive with the concept of autonomy and how it can used and fostered within foreign language teaching. The study also proposes a process which includes the necessary phases to foster autonomy in language teaching through disregarding the stated misconceptions. Key words: Learner autonomy, Language teaching. ÖĞRENEN ÖZERKLİĞİ HAKKINDAKİ YANLIŞ KAVRAMLAR: YÖNTEMBİLİMSEL VE KAVRAMSAL YENİLENME Özet Öğrenen özerkliği, son yıllarda ikinci/yabancı dil öğretiminde, özellikle iletişimsel dil öğretimi ve öğrenci merkezli yaklaşımlarındaki, birçok yöntembilimsel yeniliklerin sonucu olarak ortaya çıkmıştır. Öğrenenin, yabancı dil
141
MISCONCEPTIONS ON LEARNER AUTONOMY: A METHODOLOGICAL AND CONCEPTUAL RENEWAL
Asuman AŞIK (*)
Abstract Learner autonomy emerges as the result of many methodological innovations in second/foreign language teaching over the last dec1ades, especially in communicative language teaching and learner-centered approaches. As the learner has become the center of the foreign language teaching, autonomy has been attributed to the learner as one of the essential capabilities that a learner should have. Learners are the ones who are in charge of learning. To motivate learners in language education can happen only if the learners can learn on their own as well as the cooperation with teachers and their peers. Thus learner autonomy as applied to language learning means students’ taking more control over and having more responsibility for their own language learning process. However, while discussing and implementing this new point of view in language teaching, there has occured some misconceptions and points that need to be shed light on. This study tries to enlighten some misunderstandings about learner autonomy by referring related terms and issues. Therefore, it is also recommended that while discussing and/or implementing ‘learner autonomy’ in second/foreign language teaching, one should be attentive with the concept of autonomy and how it can used and fostered within foreign language teaching. The study also proposes a process which includes the necessary phases to foster autonomy in language teaching through disregarding the stated misconceptions. Key words: Learner autonomy, Language teaching. ÖĞRENEN ÖZERKLİĞİ HAKKINDAKİ YANLIŞ KAVRAMLAR: YÖNTEMBİLİMSEL VE KAVRAMSAL YENİLENME Özet Öğrenen özerkliği, son yıllarda ikinci/yabancı dil öğretiminde, özellikle iletişimsel dil öğretimi ve öğrenci merkezli yaklaşımlarındaki, birçok yöntembilimsel yeniliklerin sonucu olarak ortaya çıkmıştır. Öğrenenin, yabancı dil
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