Chapter One Introduction
过去二十年目睹了越来越大的兴趣，在语言教学和学习“，导致了数量不断增加各级的语言学习/教学过程，教学准则，假设和证据的质疑和修改学习者自主”（霍勒克，2017:3）。然而，这个调查驱动“，往往表现为一种完全以学习者为中心的想法”（森，2017年a：16），“逐步使教学/学习社区概念化，并在某些环境中付诸实践的一个全新的，不完整和不完美但它仍然可能，教学范式“（霍勒克，英语论文题目，2017:3）。这项探讨的目的是打探到在语言学习中，学习者的自主性有所不同从激进学习者的角度了解的想法的可能性。因此，在此介绍的章节中，我们想专注于本探讨后台运行信息上概述演变COREC的“学习者自主”概念，这项探讨的动机和意义是，英语论文题目，母羊开始我们的探究。
The last two decades has witnessed a growing interest in learner autonomy inlanguage teaching and learning “that has led to the questioning and the revision of anever increasing number of pedagogical tenets, assumptions and evidences at all levelsof the language learning/teaching process” (Holec, 2017:3). However, this on-goinginvestigation drive is “often represented as a radically learner-centered idea” (Benson,2017a: 16) that “has progressively allowed the learning /teaching community toconceptualize and in some environments to put into practice an entirely new,incomplete and imperfect though it still may, pedagogical paradigm” (Holec, 2017:3).This study is intended to inquire into the possibility of understanding the idea oflearner autonomy in language learning, somewhat different from the radical learner’sperspective. Therefore, in this introductory chapter, we would like to focus on thebackground information of the present study by outlining the evolution of the coreconcept “learner autonomy”, the motives for and the significance of this study beforewe embark on our exploration.
1.1 Background
The concept of autonomy finds its roots in the western political philosophy. Itemerged as a political concept when the ancient Greek philosophers claimed forcitizen’s right of governing themselves by their own laws. “As such, the concept ofautonomy defines the senses in which a liberal society should value and protectindividual freedom” (Benson, 2017a:17).Individual autonomy has been central to European liberal-democratic andliberal-humanist thought since the 18th century (Lindley, 1986, cited in Finch,2017:1). It was also regarded as a core political and philosophical principle in theEnlightenment Period as well as in the ideas that inspired the French Revolution. Thepolitical and philosophical dimension of autonomy “mirrors the 18th-centuryEuropean dream of leaving behind absolutism and everything else that keptindividuals from using their own capacity to make reasonable decisions” (Schmenk,2017:109).The idea of autonomy in language learning originated in the late 1960s as aconsequence of the political turmoil and social demands of the time. Holec’s projectreport to the Council of Europe, which is a key early document on autonomy inlanguage learning, describes the social and ideological context of the 1960s:
Inspired by humanistic expectations aroused by the political turmoil, earlypedagogical experiments related to autonomy were started, which were characterizedby “an emphasis on the meaning and value of personal experience, quality life, andpersonal freedom and minority rights” (Gremmo & Riley, 1970, cited in Benson,2017:16). This humanistic trend produced a series of wide-ranging investigations inthe 1960s and 1970s, resulting in a rapid development in Education, language teaching,linguistics, and cognitive psychology.The development of psychology in the 1960s became another contributing factorfor the promotion of learner autonomy in language learning. Cognitive psychologysuggests that leaning is more effective if the learner integr
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