What does "autonomy" mean within language learning? Should it be
enhanced within national, institutional or small group culture and,
if so, how can that be done? A variety of new theoretical
perspectives are here firmly anchored in research data from
projects worldwide. By foregrounding cultural issues and thus
explicitly addressing the concerns of many educators on the
appropriateness and feasibility of developing learner autonomy in
practice, this book fills a gap in the literature and offers
practical benefits to language teachers.
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