THE NEED FOR AUTONOMOUS LEARNERS IN A LANGUAGE CLASSROOM

Pelin Hamurabi Sözen¹, Ahmet Remzi Uluşan^2
1Ms., Başkent University, Turkey,phamurabi@hotmail.com
²Assoc. Prof. Dr., Başkent University, Turkey, arulusan@baskent.edu.tr

Abstract
It is better if learners can direct their own learning. No learning takes place unless the learner has the control over the learning process. Each learner should construct his/her meaning. In order to achieve this, learners should be given the responsibility to make decisions about their learning styles, capacities and needs.  In other words, learner should have some idea of what, why and how s/he tries to learn. In this way, learning could be more focused and purposeful and more effective both immediately and in longer term. There are ways to foster learner autonomy in teaching and learning. In an autonomous classroom the starting point is not the textbook but the learners. Teacher cannot teach students to become autonomous. But the teacher may create such atmosphere and conditions in which they will be encouraged to develop the autonomy that they already have. What is suggested, prospective teachers should be provided with the skills to foster autonomy. In other words teachers should become less of an instructor and more of a facilitator. Language teaching is not setting the grammar rules and vocabulary of a language. An ideal foreign language class that promotes learner autonomy should be designed as a rich and natural learning environment where learners think, instead of memorizing and search for new things.

Keywords: Autonomy, classroom setting, role of a teacher, language learning, curriculum.