Autonomy in Foreign Language Learning and Teaching: A Culture Bound Concept

Abstract

This paper argues that fostering autonomy in the FL classroom is a highly desirable aspiration as research is continuously reporting encouraging echo on the subject. Yet what is lacking in various theoretical as well as empirical discussions is the cultural dimension that is bound to the notion of autonomy. Autonomy is neither an innate characteristic nor is it valued and expected in all cultures, hence educational contexts. What is more, autonomy is a long term evolving feature that requires new-found outlooks from both learners and teachers. The major concern of this work is an attempt to discuss learner autonomy in respect to learners " specificities which are in turn highly shaped by specific socio-cultural educational contexts. The arguments behind learner autonomy as a culture related concept, in the present paper, are associated to Algerian students of English at university level as they constitute the category of learners the author is most familiar with.: DRAL2/ILA conference. Nevertheless, starting from the perspective that educational pedagogy is far from being a global project, we thus raise the following questions: -Are new learning/teaching practices transferable to all socioeconomic, psychological and educational contexts? -Do Algerian learners have the desired learning profile(s) for autonomous education requirements? The proposed research attempts to bring to the surface the question of learner autonomy in environments where traditional FL practice has (and for that matter often still is though in slightly moderate forms) been the norm for decades. It suggests that Algerian university students are adults who have been highly guided all along their previous primary and secondary education, and thus cannot reasonably be presumed to become suddenly autonomous. The concept of learner autonomy Autonomy has been examined and defined by various language professionals each referring to it by a particular token and stressing one aspect of it or another. Consequently, labeling as self-reliance, independent learning, and self-direction often accompany learner autonomy in the literature of FL learning/teaching. Concern about this issue has gained so much popularity across borders, inasmuch as we came to refer to " the autonomy movement " (Smith, R. ibid) Learner autonomy may be seen as that responsible decision taking attitude the student has throughout his learning experience. Autonomy often carries the connotation of freedom to act, freedom from the teacher " s control (rather than from peers or teaching material and facilities), freedom to choose or in short to influence one " s own learning. " The autonomous learner is one that constructs knowledge from direct experience, rather than one who responds to someone " s instruction " (Benson, 2001).Echoing a similar view as Holec,H (1981) who is the leading figure of autonomy; Dam. L. (1990) restated that the autonomous learner not only sets objectives for his/her own learning, but also selects materials, activities and evaluation tasks that best fit this experience. Autonomy in FL teaching pedagogy by no means suggests " teacherless learning " to borrow Sheerin " s terms (1997) cited in Thanasulas, D. (2000). Sinclair, B. (1997) cites several aspects of autonomy in language learning such as: -Autonomy involves a learner " s capacity and willingness to take responsibility for making decisions about their own learning; -These capacities are not innate; -There are degrees of autonomy; -Different teaching and learning contexts require different approaches to the promotion of learner autonomy.