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

Promoting a Particular View of Learner Autonomy 145 appropriate proposals for the educational environment in question and that the syllabus presented does indeed support that view of autonomy. However, a syllabus cannot define learning but only provides an accessible framework which can influence teaching, though it cannot actually control the teaching (Brumfit 1984a: 76). It cannot therefore be assumed that the implementation of the proposed syllabus will automatically result in the students becoming active participants in their learning through the implementation of the proposed syllabus. Once the proposed syllabus has been implemented, it is necessary for the teachers involved with the syllabus to establish a means to measure how far the syllabus does in practice support the definition of learner autonomy; whether students are indeed becoming active participants in their learning with the ability to think critically, work collaboratively and on an individual basis; and whether the promotion of learner autonomy results in more effective language learning. Furthermore, a means to record problems arising with regards to feasibility in the setting in question needs to be established. Measurement during the process of implementation might be possible through teacher observation of learner participation in class, questionnaires and interviews with learners regarding their own perceptions and the possible use of learner diaries to evaluate their involvement in decisions, their discussion of strategy use and their comments on cooperative learning and working individually. In addition, further data collection and departmental discussion is necessary before the proposals can be effectively instigated, implemented and evaluated within the department in question. For example, before the proposed syllabus is implemented, further data collection would be necessary to ensure the feasibility of the proposals. Questions for data collection should explore opinions on the existing syllabus as well as the proposed syllabus in detail and all teachers involved with the language programme need to contribute to the data collection process. Future data collection should also include student questionnaires in line with the learner-centred nature of the proposals. Through careful planning and management of the alternative syllabus, it is hoped that the implementation of the proposals will benefit not only the students involved but also the teachers, the department and the institution itself. References Bailey, K. M. et al. (1992), "Some reflections on collaborative language teaching", in Nunan, D. (ed) 1992: 162-178. Benson, P. (1997), "The philosophy and politics of learner autonomy", in Benson, P. and Voller, P. (eds), 1997: 18-34.