This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners base...This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.展开更多
文摘This paper contests the notion that language learner autonomy is a monolithic construct, by offering evidence that learner autonomy （LA） is comprised of different ＂modes of autonomy＂. Thirty language learners based in Asia and the UK, completed a Q methodology card sort and were interviewed on how learning in an autonomous environment had impacted upon their development as learners. The results indicated that at least six modes of autonomy were identifiable within these language learners. Further analysis showed that social dimensions of autonomy were central to each mode, and thus reconceptualizing LA in this way allows for multiple understandings of the construct which are culturally rooted and embedded in sociocultural notions of what it means to be a language learner.
