Autonomy In Second Language Learning: Managing The Resources

Creative Commons License

Dincer A., Işık T.

TESOL JOURNAL, cilt.10, 2019 (ESCI) identifier

  • Yayın Türü: Makale / Kitap İncelemesi
  • Cilt numarası: 10
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1002/tesj.418
  • Dergi Adı: TESOL JOURNAL
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Erzincan Binali Yıldırım Üniversitesi Adresli: Evet

Özet

Since the introduction of the term autonomy, which can be broadly defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3) into the study of language learning, there has been growing interest in autonomy in the field of foreign and second language (L2) learning. Although a considerable amount of research has been published in recent years (e.g., Benson, 2007, 2013; Lou, Chaffee, Vargas Lascano, Dincer, & Noels, 2018; Oxford, 2015), new agendas for research (e.g., teacher autonomy and autonomous learning beyond the classroom) leading to new perspectives on learner autonomy remain unexplored terrains (Benson, 2013; Lai, Zhu, & Gong, 2015). Indeed, this edited book, entitled Autonomy in Second Language Learning: Managing the Resources, represents an example of such endeavor in that it explores the emergence of new perspectives in research with a focus on autonomy in theory and practice.