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1、ChapterTwo：LiteratureReview2．1CategorizinganddefininglearnerautonomyOvertheIasttwodecades．theconceptsofIearnerautonomyandindependencehavegainedmomentum，theformerbecominga‘buzz·word’withinthecontextoflanguagelearning(Little，1991)．Learnerautonomyisaproblematictermbecauseitiswidely

2、confusedwithotherterms。suchasself—instruction，self-access，self—regulation，etc．Itisalsoaslipperyconceptbecauseitisdifficulttodefinepreciselyltisdifficulttodefinelearnerautonomyforthreereasons．First，differentwritershavedefinedtheconceptindifferentways．Second，theyareareasofongoingd

3、ebateandthereforedefinitionsarecontinuingtomatureasmorediscussiontakesplace．Third，theseconceptshavedevelopedindependentlyindifferentgeographicalareasandthereforetheyhavebeendefinedusingdifferent(butoftensimilar)terminology．Nevertheless，ifwewanttopromotelearnerautonomy，weneedtode

4、fineouruseoftheterm，whichshouldbebasedonreviewingpreviousliterature．ForHolec，(1981)autonomyis”theabilitytotakeresponsibilityforone’sownlearning“；Holec(1985)furtherpointsoutthat“theacceptanceofresponsibilitycanbeseenasconsistingofcarryingoutthethreemainoperations：goal—setting，ind

5、ependent—actionandevaluation”．Hearguesthatthethreeessentialelementsarecrucialtothedevelopmentoflearnerautonomy．Onageneralnote，thetermautonomyhascometobeusedinatleastfiveways(seeBenson＆Voller,1997)：1)forasetofskillswhichcanbelearnedandappliedinautonomouslearning；2)foraninborncapa

6、citywhichissuppressedbyinstitutionaleducation；3)fortheexerciseoflearners’responsibilityfortheirownlearning；4)fortherightoflearnerstodeterminethedirectionoftheirownlearning．ForKohonen(1991)autonomyis“awillingnesstomakeupone’smindindependentlyofexternalauthority：Itinvolvesacapacit

7、yforreflectiveandcriticalthinking．Autonomydoesnot，however,meanindividualismandaneglectofthesocialcontext．PersonaldecisionsarenecessarilymadewithrespecttosocialandmoraInorms，traditionsandexpectations；autonomythusjnciudesthenotionofinterdeDendence．Afullyautonomouslearneristotallyr

8、esponsibleformakingthedecisions，implementingthe