Abstract
Contemporary understandings of learner autonomy nowadays include a consideration of the multiple contexts, formal and informal, in which individuals learn and use their languages. Increasingly, learner autonomy research has attended to the potential diversity in terms of learner and contextual variation, as well as the dynamic and emergent character of autonomy. Attention has also shifted from examining the individual learner in isolation to exploring how the individual is socially situated and how autonomy can be co-constructed through our relationships with others. Bringing together a range of such contemporary views of autonomy, I propose a systemic approach, which concentrates on the interactional nature of autonomy. This approach views the complex nature of autonomy from a holistic perspective, taking into account learners as well as the constituent parts of their learning environment as a system. In particular, I hope that it will draw attention to the kinds of interactions and relationships that may foster learner autonomy. The chapter concludes by making recommendations for teachers in terms of the kinds of interactions and relationships that can be focused on in the classroom.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Altenreiter, M. (2012). Swap roles: Students as teachers: A practical example of student participation in ESP classrooms. In D. Tatzl, A. Millward-Sadler, & A. Casey (Eds.), English for specific purposes across the disciplines: Practices and experiences (pp. 17–27). Graz: Leykam.
Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 27–34). Hong Kong: Hong Kong University Press.
Breen, M. P., & Mann, S. J. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 132–149). London: Longman.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, Essex: Longman-Pearson Education.
Dunn, R. (1984). Learning style: State of the science. Theory into Practice, 23(1), 10–19.
Holec, H. (1981). Autonomy and foreign language learning. Council of Europe Modern Languages Project. Oxford: Pergamon Press.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Illés, É. (2012). Learner autonomy revisited. ELT Journal, 66(4, special issue), 505–513.
La Ganza, W. (2008). Learner autonomy—teacher autonomy: Interrelating and the will to empower. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 63–79). Amsterdam: John Benjamins.
Larsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and differential success in second language acquisition. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 12–24). Harlow, Essex: Longman-Pearson Education.
Larsen-Freeman, D. (2011). A complexity theory approach to second language development/acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 48–72). Abingdon: Routledge/Taylor & Francis.
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1999a). Learner autonomy is more than a Western cultural construct. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 11–18). Frankfurt: Peter Lang.
Little, D. (1999b). Strategies, counselling and cultural difference: Why we need an anthropological understanding of learner autonomy. Barcelona English Language and Literature Studies, 10, 17–33.
Little, D., Ridley, J., & Ushioda, E. (2002). Towards greater learner autonomy in the foreign language classroom: Report on a research-and-development project (1997–2001). Dublin: Authentik.
Lynch, T. (2001). Promoting EAP learner autonomy in a second language university context. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 390–403). Cambridge: Cambridge University Press.
Mercer, S. (2011a). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335–346.
Mercer, S. (2011b). The self as a complex dynamic system. Studies in Second Language Learning and Teaching, 1(1), 57–82.
Mercer, S. (2011c). Understanding learner agency as a complex dynamic system. System, 39(4), 427–436.
Mercer, S. (2012). The complexity of learner agency. Apples: Journal of Applied Language Studies, 6(2), 41–59.
Mercer, S. (2013). Towards a complexity-informed pedagogy for language learning. Revista Brasileira de Linguística Aplicada, 13(2), 375–398.
Mercer, S. (2015). Social network analysis and complex dynamic systems. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 73–82). Bristol: Multilingual Matters.
Mercer, S. (forthcoming). The contexts within me: L2 self as a complex dynamic system. In J. King (Ed.), The dynamic interplay between context and the language learner (Chap. 2). Basingstoke: Palgrave Macmillan.
Murray, G. (Ed.). (2014). Social dimensions of autonomy in language learning. Basingstoke: Palgrave Macmillan.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical and practical issues. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 13–26). Hong Kong: Hong Kong University Press.
Paiva, V. L. M. de O. (2011). Identity, motivation and autonomy in second language acquisition from the perspective of complex adaptive systems. In G. Murray, X. (A.) Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 57–72). Bristol: Multilingual Matters.
Paiva, V. L. M. de O., & Braga, J. de C. F. (2008). The complex nature of autonomy (A natureza complexa da autonomia). D.E.L.T.A., 24(esp.), 441–468.
Parks, M. R. (2007). Personal networks and personal relationships. Mahwah, NJ: Lawrence Erlbaum Associates.
Psaltou-Joycey, A., & Kantaridou, Z. (2011). Major, minor, and negative learning style preferences of university students. System, 39(1), 103–112.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87–111.
Rosenberg, M. (2013). Spotlight on learning styles: Teacher strategies for learner success. Peaslake: Delta Publishing.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. USA: Basic Books.
Shaw, J. (2008). Teachers working together: What do we talk about when we talk about autonomy? In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 188–203). Amsterdam: John Benjamins.
Sinclair, B. (2008). Multiple voices: Negotiating pathways towards teacher and learner autonomy. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 237–266). Amsterdam: John Benjamins.
Tatzl, D. (2009). Make English a part of your life: An EFL learning autonomy project at university level. AAA—Arbeiten aus Anglistik und Amerikanistik, 34(1), 125–156.
Tatzl, D. (2012a). Self-assessment as a tool for measuring students’ progress in English for specific purposes courses. In D. Tatzl, A. Millward-Sadler, & A. Casey (Eds.), English for specific purposes across the disciplines: Practices and experiences (pp. 106–120). Graz: Leykam.
Tatzl, D. (2012b). Systemic autonomy. Paper presented at IATEFL’s LASIG Conference: The Answer is Learner Autonomy: Issues in Language Teaching and Learning, Graz, Austria, 1–2 June 2012.
Tatzl, D. (2013). Systemic autonomy as an educational factor for learners and teachers. In A. Burkert, L. Dam, & C. Ludwig (Eds.), Autonomy in language learning: The answer is autonomy: Issues in language teaching and learning (Chap. 4). Selected papers from the LASIG conference at Treffpunkt Sprachen in Graz, Austria. Kent: IATEFL.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
Ushioda, E. (2011a). Motivating learners to speak as themselves. In G. Murray, X. (A.) Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11–24). Bristol: Multilingual Matters.
Ushioda, E. (2011b). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221–232.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston, MA: Kluwer Academic Publishers.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Tatzl, D. (2016). A Systemic View of Learner Autonomy. In: Gkonou, C., Tatzl, D., Mercer, S. (eds) New Directions in Language Learning Psychology. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-23491-5_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-23491-5_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-23490-8
Online ISBN: 978-3-319-23491-5
eBook Packages: EducationEducation (R0)