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1、TakingControl:AutonomyinLanguageTeachingAbstract:Nowadays,Thestudyofautonomyhasbecomeanimportantaspectoflanguagelearningandteaching.Autonomyhasinfactbecomeabuzzword(Little:1991)andacentralthemeinlanguagelearningandteaching(Camilleri:1999).Autonomyentailsanatti
2、tudetowardsthelearningwhichbridgesthegapbetweenwhatistaughtandhowitisappliedinreallife.Itwillfacilitatelearnerstoapplytheknowledgeacquiredinagivencontexttodifferentsituations.However,learners’autonomycannotbeanalyzedandfulfilledthoroughlywithouttakingaccountof
3、teachers’rolesincorrelatedinteractionofteachingandlearning.Thispaperaimsatlookingintotherelationbetweentheteacherandthelearnertoseehowteachers’roleisassociatedwiththedevelopmentoflearners’autonomy.Itiscomposedoffourparts:thefirstpartisthegeneraldefinitionofaut
4、onomy,inthesecondpart,Iwillfocusontheteachers’roleforlearnerautonomyandthethirdisabouthowproblem-basedlearningworksinlearner-centeredclass,andthelastIwillgiveafurtherimplicationofteacherroleandlearnerroleinlearnerautonomy.Keywords:learnerautonomy;teachers’role
5、;problem-basedlearning;communicationⅠ.IntroductionTherearetwogeneralpointsofviewinfavoroftryingtomakelearnersautonomous.First,iftheyarereflectivelyengagedwiththeirlearning,itislikelytobemoreefficientandeffective,becausemorepersonalandfocused,thanotherwise;inpa
6、rticular,whatislearnedineducationalcontextsismorelikelytoservelearners'wideragendas.Second,iflearnersarecommittedtotheirlearning,theproblemofmotivationisbydefinitionsolved;althoughtheymaynotalwaysfeelentirelypositiveaboutallaspectsoftheirlearning,autonomouslea
7、rnershavedevelopedthereflectiveandattitudinalresourcestoovercometemporarymotivationalsetbacks.Allinall,inmoderneducation,wearefavoredthelearner-centeredclassthantheteacher-centeredclassthatteacherstakecontrolintheclassdoesn’tmeancontrollingthestudents,andinthe
8、learner-centeredclass,thisalsomeanstheautonomyinlanguagelearningtostudent.Toteachers,therearemanychallengesinthe21stcentury.Withthedevelopmentofhigh-technology,thetremendouschanges