LINGUIST List 12.2486

Sun Oct 7 2001

Review: Benson, Teaching & Researching Autonomy

Editor for this issue: Terence Langendoen <terrylinguistlist.org>

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  • Guido Oebel, Review: Benson, Teaching & Researching Autonomy in Lang Learning

    Message 1: Review: Benson, Teaching & Researching Autonomy in Lang Learning

     Date: Sun, 7 Oct 2001 15:28:43 +0900
    From: Guido Oebel <oebelcc.saga-u.ac.jp>
    Subject: Review: Benson, Teaching & Researching Autonomy in Lang Learning


    Benson, Phil (2001) Teaching and Researching Autonomy in Language Learning. Longman (imprint of Pearson Education Ltd), paperback ISBN 0-582-36816-2, xi+260pp, GBP22.99, Applied Linguistics in Action.

    Reviewed by: Guido Oebel, Faculty of Culture and Education, Saga (Japan) National University

    Synopsis in general

    'Teaching and researching Autonomy in Language Learning' by Phil Benson is another volume in the series 'Applied Linguistics in Action'. As a strong advocate of action-orientation and learner- centredness, both of which promote autonomy to a considerable extent, I very much appreciate this publication. I regard dealing with autonomy and simultaneously proclaiming its academic status, particularly within the field of language learning, long overdue.

    The book offers a comprehensive overview of educational practices associated with the concept of autonomy currently becoming even more relevant, i.e. the ability of learners to control their own learning. Autonomy has increasingly become a key concept in language education, thus influencing activities such as self-access, learner training, classroom practice and curriculum design.

    The author claims to achieve the four following purposes:

    1. to detail the history and sources of the concept of autonomy.

    2. to discuss areas of debate concerning its definition.

    3. to review research on theoretical and practical applications.

    4. to offer clear guidelines to educators on the evidence for the effectiveness of practices associated with autonomy.

    An additional section offers suggestions of issues for investigation, advice on action research design and a listing of relevant internet resources (highly appreciated and recommendable!). Furthermore this section can even be found on the 'Teaching and Researching Autonomy in Language Learning' companion web site www.booksites.net/benson offering valuable teaching and learning material. I may wish other publishers will take this gesture as an example accompanying their own future printed material alike.

    In compliance with these main goals, the book is made up of three main parts, accompanied by a fourth section offering practical information and resources.

    Section I 'What is autonomy' focuses on the origins and development of the concept of autonomy in language learning, definitions of key terms and research evidence enabling one to describe autonomy in terms of various dimensions of control over learning.

    Section II 'Autonomy in practice' focuses on evidence for the effectiveness of practices that have been claimed to foster autonomy.

    Section III 'Researching Autonomy' outlines key areas for future research and presents six case studies of action research in the field of autonomy -- in my opinion Benson's most successful contribution!

    Section IV 'Resources' lists resources of interest for and assistance to researchers and practitioners in the field in question.

    Synopsis in detail

    Section I 'What is autonomy' contains six chapters (1. The history of autonomy in language learning; 2. Autonomy beyond the field of language education; 3. Defining and describing autonomy; 4. Control as a natural attribute of learning; 5. Levels of control; 6. Conclusion)

    - describing the history of autonomy in language learning and its sources in the fields of language pedagogy, educational reform, adult education, the psychology of learning and political philosophy;

    - discussing definitions of autonomy and key issues in research

    - explaining why autonomy is considered a key issue in language education today.

    Section II 'Autonomy in practice' contains eight chapters: 1. Fostering autonomy; 2. Resource-based approaches; 3. Technology-based approaches; 4. Learner-based approaches; 5. Classroom-based approaches; 6. Curriculum-based approaches; 7. Teacher-based approaches; 8. Conclusion.

    - describing the main areas of practice claiming to foster autonomy in language learning;

    - discussing evidence for the effectiveness of each area of practice in terms of autonomy and better language learning;

    - explaining how practitioners and researchers can better demonstrate the effectiveness of their work in the field of autonomy.

    Section III 'Researching Autonomy' contains three chapters: 1. Research methods and key areas of research; 2. Case studies; 3. Conclusion.

    - describing potential areas for action research in the field of autonomy;

    - discussing six case studies of exemplary research on autonomy;

    - explaining how practising teachers can contribute to one's knowledge of autonomy and its implementation through action research.

    Section IV 'Resources' summarizes the various information sources relevant to the study of autonomy in language learning, ranging from printed material, bibliographies, references to conferences, workshops, professional associations, e-mail lists, web sites to self-access centres.

    The book concludes with an appendix providing further references (pp. 236-253), and author and subject indexes (pp. 255-260)

    Critical evaluation

    The importance of supporting learners become more autonomous in their learning strategies has become a prominent topic as both the theory and practice of language teaching enter a new era. Critics of the concept of autonomy regard it as a merely idealistic goal whose promotion distracts from the real business of teaching and learning languages. Its advocates, like myself, consider autonomy as a precondition for effective learning as learners successfully developing autonomy do not only become better language learners but also develop, as a kind of desirable side effect, into more responsible and critical members of the community.

    Fortunately, Benson does away with the widespread misinterpretation about the nature of the concept of autonomy and its implementation, such as the assumption that autonomy implies learning in isolation, without teachers or outside the classroom. According to the author these misconceptions result, at least partly, from a terminological and conceptual confusion within this field itself, e.g. mixing up terms such as independence, dependence and interdependence.

    Benson's book successfully aims at clarifying and problematising the concept of autonomy in language learning and its relevance to the practice of language education. As he admits that autonomy is in essence multidimensional-oriented -- taking different forms in different contexts of learning -- his overall number one priority for publishing this book is to establish what research does and not tell the reader about autonomy. Thus those wishing to foster autonomy among their learners should be encouraged in doing so and are provided with resource tools in order to engage in research and practice on an informed basis.

    At the beginning, Benson broadly defines "autonomy as the capacity to take control over one's own learning", understanding it not as "a method of learning but an attribute of the learner's approach to the learning process". He then takes the position that "autonomy is a legitimate and desirable goal of language education", among its claims Benson mentions the following three as being equally important to theory and practice:

    - "The concept of autonomy is grounded in a natural tendency for learners to take control over their learning. As such, autonomy is available to all, although it is displayed in different ways and to different degrees according to the unique characteristics of each learner and each learning situation.

    - Learners who lack autonomy are capable of developing it given appropriate conditions and preparation. The conditions for the development of autonomy include the opportunity to exercise control over learning. The ways in which we organise the practice of teaching and learning have an important influence on the development of autonomy among our learners.

    - Autonomous learning is more effective than non-autonomous learning, In other words, the development of autonomy implies better language learning."

    In the following Benson argues that these are merely claims rather than facts and that before accepting or rejecting autonomy as a legitimate goal of language education, one should examine them carefully. According to the author claims can be substantiated by research evidence, others remain open to research and some are non-researchable -- yet. He also argues that the best research on autonomy is often not research concerned with "grand theory" but action research conducted by practising teachers on the specific conditions of teaching and learning within which they work and on the effects of changes to these conditions. Teaching staff ought to make some attempt to foster autonomy among the learners they work with in order to research it. In doing so they will, according to Benson, frequently find themselves in a position where they are able, through careful observation and analysis of empirical data, to contribute to theory.

    Despite Benson's plausible argumentation throughout the book, the gallery of prominent representatives of autonomy is short, e.g. there is no mention of Steiner and Freinet and their pioneering work advocating autonomy in teaching and learning.

    Apart from this slight blemish, I am confident that present sceptics and even those ignorant of the concept of autonomy in (language) learning could change their minds by taking note of Benson's claims and internalizing them. Other target groups -- whether yet familiar with the concept or not -- might feel stimulated to carry on with their learner-friendly concept or find their own autonomous teaching and learning concept corroborated respectively.

    Let me finish my review quoting Galileo on teaching and learning (see Benson's quote 2.1 on page 23) explaining best the basic idea of autonomy:

    "You cannot teach a man anything; you can only help him find it within himself." -- I think that is what autonomy in learning is all about!

    Reviewer's Bio: Guido Oebel (PhD in linguistics) is a native German and currently employed as an associate professor for German as a Foreign Language (DaF) and FLL with Saga National University and as a visiting professor with Kurume University, both on the Southern island of Kyushu/Japan. His main areas of research are: comparative language studies (Modern European languages and Japanese), German dialects, socio- linguistics, bilingualism, and adult language education.