LEARNING AS DIALOGUE: THE DEPENDENCE OF LEARNER AUTONOMY ON TEACHER AUTONOMY*

Abstract This article is concerned with learner autonomy in formal language learning contexts (schools, colleges and universities). It begins with some general reflections on the nature of learner autonomy and goes on to consider how autonomy is to be fostered, focusing first on learning strategies and learner training and then on the pedagogical dialogue and the role of the teacher. It argues that while learning strategies and learner training can play an important supporting role in the development of learner autonomy, the decisive factor will always be the nature of the pedagogical dialogue; and that since learning arises from interaction and interaction is characterized by interdependence, the development of autonomy in learners presupposes the development of autonomy in teachers. The article concludes by briefly summarizing the implications of this argument for teacher education.

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