Developing a course strategy for learner autonomy

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Abstract
Autonomy in language learning is a desirable goal for philosophical, pedagogical, and practical reasons. However, although many language programmes claim to be learner-centred and supportive of learner initiative, much classroom practice appears to subvert this goal. This paper discusses ways in which mechanisms for promoting learner autonomy have been incorporated into one English language programme. It also discusses the crucial role played by teacher/learner dialogue about learning in the classroom, and considers the implications for materials, task design, and time management.

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