| Popis: |
In this chapter the author examines the concept of learner autonomy in Second Language Acquisition which is now more than 40 years old. Its seemingly simple definition remains difficult to pin down empirically which can be a challenge for some practitioners. This problem of empirical truth is intrinsically linked with our understandings of the underlying epistemology, and our own philosophical theories about what we know. This chapter attempts to address the current philosophical basis for learner autonomy, how much we as language teachers can actually know about learner autonomy, and some of the theoretical limits to how we can investigate it further. Exploring the relatively new philosophies of Critical Realism and Social Realism from the wider educational literature, the author discusses how new insights could be gained. Edsall concludes by contemplating the possibility of not being able to definitively define the concept of learner autonomy and why we might have to settle on an incomplete but richer picture of the concept and its practice. |
