LEARNERS’ AUTONOMY - A CRITICAL STUDY OF ITS STANCE IN THE PAST, PRESENT AND FUTURE PEDAGOGIES
Journal Title: International Journal of English and Literature (IJEL) - Year 2017, Vol 7, Issue 2
Abstract
The use of English Language in international and intercultural scenario demands a higher degree of acceptance, and openness on the part of a speaker/language user. Other than what’s offered by the native speakers of English, learners of English need to focus on the independent thinking and action that will develop them into competent language users, and autonomous agents. The active transforming agent is ELT (English Language Teaching) in the actual classrooms, not the formal/professional discourse as displayed by publications and conferences etc. The professional discourse focuses on “communicating to learn” rather than” learning to communicate” (Waters, October 2012) approach which is the genuine crux of classroom learning. Learner’s autonomy, if gets emphasis in this setting will exhibit a dynamic modification in its stance both inside and outside the classroom. The present paper focuses on the issues, such as, when, how and to what extent the learners need to exercise autonomy, and should it be 100% self-governing, i.e. teacher free approach or should the learner and teacher’s autonomy go hand in hand to achieve the desired learning outcomes? Should the concept of learner’s autonomy be considered an add-on, or the core agenda of any educational/academic program? This article focuses on the need of the perception of learner’s autonomy in any language pedagogy and brings into focus the relevant past linguistic theories, present challenges, and finally the future implications as well.
Authors and Affiliations
ZAINAB SAEED KHURSHID
Keywords
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