Learner Autonomy in Language Learning and Teaching Literature review

pupil Autonomy in Language Learning and Teaching - Literature review ExampleFurthermore, liberty in language cultivation and educational activity has been studied in alternative contexts, circumstances and practices (Camilleri, 1997). Among the contexts in which autonomy in linguistics has been covered in recent times are self-regulation, teacher/ assimilator development, autonomy and motivation, and the socio-cultural scheme of autonomy (Camilleri, 1997). In addition to the ever-expanding role of autonomy in educational policies and their reforms, umpteen works direct covered the developments that the philosophy of autonomy has undergone in recent times. Furthermore, this literature review suggests the possible direction for upcoming autonomy-related/focused researches by students, lecturers and applied-linguistics researchers. This literature review will be quite useful to educators and language teachers relate with learner training, self-accessibility and autonomous learn ing since it comprehensively accounts for autonomy in language learning and all the early(a) educational practices related to the concept of autonomy. Autonomy in Language Learning and Teaching Although a quite a common term in contemporary linguistic classes and issues, autonomy is not that clearly understood by many a stakeholder. This situation is more apparent in education activities related to the acquiring of long learning skills (Benson and Voller, 1997). However, many works appreciate the role of autonomy in changing age-old practices and beliefs in linguistic classes, hence the promotion of self-accessibility and participation in language learning institutions (Benson and Voller, 1997). Because of the effects of the past and late published books and research findings and the recommended practices therein, language learning has claimed its position in the academic field and has consequently position learners at the centre of education. The historical origins and the bac kground of the term autonomy in linguistics is one of its many aspects covered in the works reviewed in this study. Most works concur that the term learner autonomy was coined and first used by Henri Holec, regarded as the father of learner autonomy, in 1981. Though it originated from a iodine source, the relevant works define the term quite differently. These definitions not only depend on writers except also on their educational levels and contexts within which their books and articles are written. Among the contexts in which the definition of learner autonomy has been defined differently are politics, education and human/social spheres (Benson and Voller, 1997). However, it is in the educational context, more so linguistics, that learner autonomy has been covered in studies and works to a large extent. In fact, in linguistics-related literature, autonomy is visualized both as a means and an end to learning and teaching languages. In the literature review, some(prenominal) de finitions were common in most books. For instance, Benson and Voller (1997) define learner autonomy as ones electrical condenser to take charge of his/her learning activities and processes. Other authors define autonomy as a learners or a teachers ability to psychologically relate with the contents and processes of learning and teaching respectively (Wenden, 1998). For teachers, autonomy also implies the recognition of a learners rights within a learning institut