Titlebook: Realizing Autonomy; Practice and Reflect Kay Irie (Associate Professor),Alison Stewart (Pro Book 2012 Palgrave Macmillan, a division of Mac

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Learner Development Through Listening Strategy Trainingiller, 2005; Nation & Newton, 2009). Outside the classroom context, in general oral communication, the speaker rather than the listener is the center of attention. This situation may be reflected in language classrooms, where speaking often takes priority over listening.

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Experimenting with Autonomy: Learners Teaching Learnershe learners actually taking on the role of teacher. Again, because the path to learner autonomy takes on many forms depending on the environment in which it is situated, what follows is meant to be much more descriptive than prescriptive.

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Who, What, How? Autonomy and English through Dramabe a place where conditions can be . by contrivance to make language real and learning more effective” (Widdowson, 2003, p. 144). It is, therefore, no surprise that Communicative Language Teaching (CLT) and the concept of learner autonomy are inextricably linked.

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Realizing Autonomy: Contradictions in Practice and Contextpertoire of research and innovative practice. This growing popularity, however, is not necessarily a positive development. As David Little (2007) has warned in a recent article, once it enters the official discourse of language education, the concept of autonomy risks becoming diluted in practice. A

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Experimenting with Autonomy: Learners Teaching Learnersassroom may not meet with the same success in another. However, continued experimentation with different teaching practices is necessary to eventually realize learner autonomy in your context. The experiment described in this chapter takes a typical English classroom and turns it on its head, with t

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