
Richard Pemberton (ed.)
et al.
Published online:
14 September 2011
Published in print:
01 May 2009
Online ISBN:
9789882207165
Print ISBN:
9789622099234
Contents
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Introduction Introduction
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The problem of definition The problem of definition
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Where did autonomy come from? Where did autonomy come from?
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Strategies for making sense of autonomy Strategies for making sense of autonomy
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The kaleidoscopic strategy The kaleidoscopic strategy
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The exegetical strategy The exegetical strategy
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The quintessential strategy The quintessential strategy
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Why autonomy? Why now? Why autonomy? Why now?
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The global expansion of second language learning The global expansion of second language learning
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The self as a reflexive project The self as a reflexive project
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The technologisation of the self The technologisation of the self
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The ambiguity of autonomy The ambiguity of autonomy
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Conclusion Conclusion
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Cite
Benson, Phil, 'Making sense of autonomy in language learning', in Richard Pemberton, Sarah Toogood, and Andy Barfield (eds), Maintaining Control: Autonomy and Language Learning (Hong Kong , 2009; online edn, Hong Kong Scholarship Online, 14 Sept. 2011), https://doi.org/10.5790/hongkong/9789622099234.003.0002, accessed 8 May 2025.
Abstract
This chapter reviews the academic strategies that have been used to define the meaning of learner autonomy, and indirectly draws attention to the way learner autonomy has come to be viewed as a topic for academic debate, research, and publication over the last decade or so. It aims to revisit the issue of what people understand by autonomy from the perspective of the difficulty that they seem to experience in agreeing upon a single definition of the term. The discussion deals with two problems: the problem of defining autonomy in language learning and the problem of accounting for the current interest in this concept within the field.
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