INDEX

Introduction
Principles
Video about principles
Video about learning

The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. Many definitions have since been given to the term, depending on the writer, the context, and the level of debate educators have come to. It has been considered as a personal human trait, as a political measure, or as an educational move. This is because autonomy is seen either (or both) as a means or as an end in education.

Some of the most well known definitions in present literature are:

·        'Autonomy is the ability to take charge of one's own learning' (Henri Holec)

·        'Autonomy is essentially a matter of the learner's psychological relation to the process and content of learning' (David Little)

·        'Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions'. (Leslie Dickinson)

·        'Autonomy is recognition of the rights of learners within educational systems'. (Phil Benson)

Although academics and researchers in the area do not completely agree upon a definition of autonomous learning (sometimes referred to as self-access learning), certain elements are common to all. Overall, the definitions state that the learner:

· Take responsibility for his/her own learning

· Set goals

· Choose language learning strategies

· Monitor progress

· Evaluate (to a greater or lesser degree) his/her successful acquisition

Principles of learner autonomy could be: (Frank Lacey)

·        Autonomy means moving the focus from teaching to learning.

·        Autonomy affords maximum possible influence to the learners.

·        Autonomy encourages and needs peer support and cooperation.

·        Autonomy means making use of self/peer assessment.

·        Autonomy requires and ensures 100% differentiation.

·        Autonomy can only be practiced with student logbooks which are a documentation of learning and a tool of reflection.

·        The role of the teacher as supporting scaffolding and creating room for the development of autonomy is very demanding and very important.

Bibliography

Țurloiu, Adela; Stefánsdóttir, Sif; Learner Autonomy Theoretical and practical information for 

language teachers, Háskóla Íslands, January 2011 (http://skemman.is/stream/get/1946/7668/19634/1/B.Ed._loka%C3%BAtg%C3%A1fa.pdf)

www.youtube.com 

Teachitworld Newsletter, March 2011 (http://www.teachitelt.com/custom_content/newsletters/TWN_Mar11_long.php)