Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 2004. Vol. 4. Eger Journal of English Studies. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 30)

KARIN MACDONALD Promoting a Particular View of Learner Autonomy Through an English Language Syllabus

134 Karin Macdonald developing a capacity which allows learners to take responsibility for their learning. Finally, he refers to the political versions in terms of control over the processes and content of learning (1997: 19). The definition of autonomy here draws on aspects of all three versions of autonomy described by Benson, though the psychological version is emphasised the most. For example, the reference to the learner as an active participant as part of the definition here is concerned with developing the learner's ability to be proactive in the learning process and thus to take more responsibility. In addition, the reference to learner development in terms of critical thinking skills etc. in the definition concerns "an internal transformation within the individual" (Benson 1997: 19) evident in psychological versions, but also involves equipping learners with the skills necessary to take more responsibility, similar to technical versions. Furthermore, the reference to collaboration, critical thinking and decision-making in the definition could be interpreted as involving control over content and learning processes, as suggested by a political version of autonomy. The proposed syllabus designed to support the view of learner autonomy here does interpret autonomy to include elements of negotiation and control over some content and processes such as personal learning styles and strategies. The definition is thus justifiable in its representation of a type of learner autonomy. However, as a teacher at the institution in question, my concern regarding the language programme is both for the learners and the institution itself, and the type of learner autonomy offered is actually intended to benefit both parties. It is therefore clear that the learner autonomy here contrasts with the other uses of the word 'autonomy' in language education, which include situations in which learners study entirely on their own, a belief in the right of learners to determine the direction of their own learning, a belief in an inborn capacity which is suppressed by institutional education, and self-directed learning (Benson and Voller 1997a: 1-2). The version of autonomy presented here is appropriate to a traditional instructed environment, where resources are limited for selfdirected learning and where learners' and teachers' first concern lies with succeeding within the accepted standards of the institution. The advantage of the definition lies in the fact that it does not accept 'autonomy' as an unquestionably desirable goal which becomes "yet another version of the free, enlightened, liberal West bringing one more form of supposed emancipation to the unenlightened, traditional, backward and authoritarian classrooms of the world" (Pennycook 1997: 43). The definition in fact offers a clear direction for both students and teachers, drawing on aspects of other