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Learner Autonomy: Understanding the Process
學習者自主性：了解過程
02 January 2022/ By Zineb DJOUB
2022 年 1 月 2 日/ 作者：Zineb DJOUB
With the increasing interest in lifelong learning and the need to acquire and renew one’s skills and knowledge, learner autonomy is getting crucial. To be effective citizens in a knowledge-based society, learners will be more forced to rely on their resources to learn new things, apply their knowledge in new contexts and be capable of adapting themselves to the new demands of a rapidly changing world.
隨著人們對終身學習的興趣日益濃厚，以及獲得和更新技能和知識的需求，學習者的自主性變得越來越重要。為了在知識型社會中成為有效的公民，學習者將更多地被迫依靠他們的資源來學習新事物，在新的環境中應用他們的知識，並能夠適應快速變化的世界的新需求。
Therefore, to meet such expectations, the notion of learner autonomy is becoming a ‘buzzword’ in teaching and an educational objective that needs to be targeted.
因此，為了滿足這些期望，學習者自主性的概念正在成為“教學中的流行語和需要有針對性的教育目標”。
To clarify its process, this post provides a historical overview, definitions of the concept and how it differs from other related terms.
為了闡明其過程，這篇文章提供了歷史概述、概念定義以及它與其他相關術語的不同之處。
A Historical Overview
歷史概述
The development of autonomy gained support a long time ago in cognitive psychology through philosophers’ ideas such as Galileo, Rousseau and Dewy.
很久以前，自主性的發展在認知心理學中通過伽利略、盧梭和杜伊等哲學家的思想獲得了支援。
Galileo, for instance, believed that “you cannot teach a man anything you can only help him find it within himself” (Benson,2000, p.22).
例如，伽利略認為“你不能教一個人任何東西，你只能説明他在自己身上找到它”（Benson，2000，第 22 頁）。
Similarly, Dewy (1933) emphasized the importance of autonomy in learning stating: “the starting points of activities must be the learner’s own felt needs so that educational aims must be those of the learners rather than those of the teachers” (cited in Benson,2000, p.22).
同樣，Dewy （1933） 強調了自主性在學習中的重要性，他說：“活動的起點必須是學習者自己的感覺需求，因此教育目標必須是學習者的目標，而不是教師的目標”（引自 Benson，2000 年，第 1 頁。22）。
In the same vein, the development of psychology started to focus more on the individual, claiming that the latter should be given a central place in his/her development.
同樣，心理學的發展開始更多地關注個人，聲稱後者應該在他/她的發展中佔據中心位置。
Constructivism, a learning theory was dominating as a reaction against the 1950s and 1960s behaviourism that defines learning as a passive accumulation of information. It advocates the shift from the transmission model of learning to the experiential model where learning is discovered rather than thought (Benson & Voller, 1997).
建構主義是一種學習理論，作為對 1950 年代和 1960 年代行為主義的反應，該行為主義將學習定義為被動的信息積累。它宣導從學習的傳播模式轉變為體驗模式，在這種模式下，學習是被發現的，而不是思考的（Benson & Voller），1997年）。
With the development of learner-centered approaches to teaching, teachers and learners’ roles were changing. Learners were no longer considered as passive recipients of knowledge, but as active participants who are involved in the teaching-learning process.
隨著以學習者為中心的教學方法的發展，教師和學習者的角色正在發生變化。學習者不再被視為知識的被動接受者，而是參與教學過程的積极參與者。
In the 1980s and 1990s, a variety of approaches that fit beneath the umbrella of student-centered learning emerged; all of which include autonomous learning among them the learner-centered curriculum, the negotiated syllabus, project-based learning, etc.
在 1980 年代和 1990 年代，出現了各種適合以學生為中心的學習框架下的方法; 所有這些都包括自主學習，其中包括以學習者為中心的課程、協商的教學大綱、基於項目的學習等。
These approaches aim to offer greater flexibility of timetable and syllabus while making learning more centered, more motivating and more efficient.
這些方法旨在為時程表和教學大綱提供更大的靈活性，同時使學習更加集中、更具激勵性和更高效。
The development of the internet and the advancement of digital technology has been engaging individuals’ interest to learn, discover and search for information for themselves.
互聯網的發展和數位技術的進步一直在吸引個人學習、發現和搜索自己的信息的興趣。
Such attitudes are required to respond to the globalization challenges which are imposing a new paradigm in education where ‘the self’ plays a significant role in the learning process.
需要這種態度來應對全球化挑戰，這些挑戰正在強加一種新的教育範式，其中“自我”在學習過程中發揮著重要作用。
Learner Autonomy Definition
學習者自主性定義
Learner autonomy has been defined as the ability or attitude to take charge of one’s learning.
學習者自主性被定義為掌控自己學習的能力或態度。
An autonomous learner is the one who independently sets aims and goals for his/her learning, exercises a choice over the learning materials, tasks and methods. He/she also reflects regularly on his/her learning, selects and uses effective learning strategies and monitors his/her learning progress.
自主學習者是獨立設定學習目的和目標，對學習材料、任務和方法進行選擇的人。他/她還定期反思他/她的學習情況，選擇和使用有效的學習策略，並監控他/她的學習進度。
This means, to get autonomous, learners need to build up a skill set that allows them to control their learning.
這意味著，要獲得自主性，學習者需要建立一套技能，使他們能夠控制自己的學習。
So, learner autonomy needs to be fostered mostly by formal learning where learners are provided with the necessary tools which may help develop their autonomy. This process is labelled ‘autonomization’ (Little, 2003).
因此，學習者的自主性主要需要通過正式學習來培養，在正式學習中，學習者獲得可能有助於發展其自主性的必要工具。這個過程被稱為「自主化」 （Little，2003） 。
However, the learner’s possession of knowledge and skills does not necessarily pave the way to autonomous learning if they are not provided with a context that supports their feelings of autonomy. Learners need to feel motivated and self-efficacious to use such skills and knowledge effectively.
然而，如果學習者沒有得到一個支持他們自主感的環境，那麼他們擁有的知識和技能不一定能為自主學習鋪平道路。學習者需要有動力和自我效能感才能有效地使用這些技能和知識。
To foster autonomy, we need to help our students develop the ability to have certain control over their learning (through modelling and providing practice) and also boost their feeling of motivation and self-confidence to engage successfully in its process (through feedback and incentives).
為了培養自主性，我們需要幫助我們的學生培養對學習有一定控制權的能力（通過示範和提供練習），並提高他們的動力和自信心，以成功參與其中（通過反饋和激勵）。
This also implies that autonomy depends on the context where learning is taking place. If this context restrains learners’ freedom of choice they may not develop their autonomy even if they are willing to do so.
這也意味著自主性取決於學習發生的環境。如果這種環境限制了學習者的選擇自由，即使他們願意這樣做，他們也可能不會發展自己的自主性。
So, autonomous learning cannot be practised without giving authority to this feeling and recognizing students as legitimate members who can involve in making decisions over their learning process.
因此，如果不賦予這種感覺權力並承認學生是可以參與決定學習過程的合法成員，就無法進行自主學習。
Learner autonomy is a capacity that has two components. 1) Ability that depends on both knowledge and skills to make decisions and carry them out. 2) Willingness depends on having both the motivation and the confidence to take responsibility for learning. Since it has to do with learners’ freedom to make their own choices, its development depends as well on the educational and social context of the learner.
學習者自主能力是一種由兩個組成部分組成的能力。1） 依賴於知識和技能來做出決定和執行它們的能力。2） 意願取決於是否有動力和信心來承擔學習責任。由於它與學習者做出自己選擇的自由有關，因此它的發展也取決於學習者的教育和社會環境。
Learner Autonomy and Other Related Concepts
學習者自主性和其他相關概念
Autonomy in learning has been related to terms like self-instruction, self-direction, self-access and independent learning. Yet, these relate to autonomy but they are not synonyms of it since they describe various ways and degrees of learning by yourself.
學習自主性與自我指導、自我指導、自我訪問和獨立學習等術語有關。然而，這些與自主性有關，但它們不是它的同義詞，因為它們描述了自己學習的各種方式和程度。
What is then the difference between learner autonomy and these terms?
那麼，學習者自主性和這些術語有什麼區別呢？
Self-instruction
自我指導
Within self-instruction, the learner, with others or alone, is working without the direct control of a teacher. Still, the teacher remains the one who makes decisions concerning what and how to learn, in addition to how it is assessed.
在自我指導中，學習者與他人或單獨工作，沒有老師的直接控制。儘管如此，除了如何評估之外，教師仍然是決定學習什麼和如何學習的人。
This is not autonomy since learners have to be involved in making such decisions.
這不是自主性，因為學習者必須參與做出此類決定。
Besides, learner autonomy does not imply working alone. Nor does it negate the teacher’s role. Students need to receive guidance to develop effective strategies, so that they do not “waste a lot of time through the use of ineffective strategies and eventually come to the conclusion that autonomous approaches simply do not work” (Sheerin, 1997, pp.63-4).
此外，學習者自主性並不意味著單獨工作。它也不否定教師的角色。學生需要接受指導以制定有效的策略，這樣他們就不會“通過使用無效的策略浪費大量時間，並最終得出自主方法根本不起作用的結論”（Sheerin，1997 年，第 63-4 頁）。
Self-Direction
自我指導
Self-direction is a particular attitude to the learning task, where learners accept responsibility for all the decisions about their learning but they act independently unless they are told how to do that. They are, thus, in need of an expert’s instructions (not possessing the knowledge/skills to control their learning).
自我指導是對學習任務的一種特殊態度，學習者對有關他們學習的所有決定負責，但除非他們被告知如何去做，否則他們會獨立行動。因此，他們需要專家的指示（不具備控制他們學習的知識/技能）。
Also, learners can make such decisions without being conscious of this process. Unlike autonomous learning that involves conscious reflection and decision making, (meta-cognitive processes).
此外，學習者可以在不注意此過程的情況下做出此類決定。與涉及有意識的反思和決策的自主學習不同，（元認知過程）。
So, the type of choices autonomous learners make is more likely to be efficient and used effectively more than those made by self-directed learners. Because they are based on ‘their conceptual understanding’ of their way of learning, their knowledge and the different learning strategies (Reinders, 2000).
因此，自主學習者所做的選擇類型比自主學習者所做的選擇更有可能有效和有效使用。因為它們是基於對學習方式、知識和不同學習策略的 「概念理解」 （Reinders， 2000）。
Self-Access
自助訪問
It refers to the materials which are made available for learners to learn without depending a lot on the teacher. So, they can work without a teacher or with very limited teacher support.
它是指可供學習者學習的材料，而無需過多依賴老師。因此，他們可以在沒有老師或非常有限的老師支持的情況下工作。
Teachers can perform roles such as counsellor, evaluator, assessor, manager, organizer, information provider while learners can act as a planner, self-assessor and organizer.
教師可以扮演顧問、評估者、評估者、管理者、召集人、資訊提供者等角色，而學習者可以充當規劃者、自我評估者和召集人。
Self-access cannot be equated with learner autonomy since it refers to the materials that can help learners develop their autonomy.
自我訪問不能等同於學習者自主性，因為它指的是可以幫助學習者發展自主性的材料。
Still, using self-access materials does not necessarily imply making learners autonomous since autonomy does not depend on learning in a particular way as pointed out by several scholars (Sturtridge,1997).
儘管如此，使用自我訪問的材料並不一定意味著使學習者具有自主性，因為自主性並不依賴於以特定方式學習，正如幾位學者所指出的那樣（Sturtridge，1997）。
It depends rather on the freedom that learners have to take control of their learning. and on devising a system that provides them with the choice of learning in their own way (Cook, 2001). So, if these are provided, self-access learning can support the development of learners’ autonomy.
相反，它取決於學習者擁有控制自己學習的自由。以及設計一個系統，讓他們可以選擇以自己的方式學習（Cook，2001 年）。因此，如果提供這些，自我訪問學習可以支持學習者自主性的發展。
Independent Learning
獨立學習
Does learner autonomy mean being independent in one’s own learning?
學習者自主性是否意味著在自己的學習中獨立？
There has been a misconception that learner autonomy entails absolute independence from the teacher.
一直存在一種誤解，認為學習者自主性意味著絕對獨立於教師。
Since it requires a set of skills and strategies, besides conscious awareness of the learning process, teacher’s support is necessary to achieve that aim.
由於它需要一套技能和策略，除了對學習過程的有意識認識外，教師的支持對於實現這一目標也是必要的。
Thus, learner autonomy does not mean learning alone without a teacher. Learners have a role to assume which needs to be related to appropriate and environmental support, rather than with withdrawal or total detachment. Interdependence is crucial to the development of their autonomy.
因此，學習者自主性並不意味著沒有老師獨自學習。學習者需要承擔一個角色，這需要與適當的環境支持有關，而不是與退縮或完全疏離有關。相互依存對於他們自主性的發展至關重要。
Providing support to our students is necessary, but we should also allow certain freedom or independence to help them get autonomous.
為我們的學生提供支援是必要的，但我們也應該允許一定的自由或獨立性，以幫助他們獲得自主性。
This is so since autonomy also has an individual dimension, where learners’ reflection over their learning, motivation, their personal needs, learning styles and self-assessment count.
之所以如此，是因為自主性也具有個人維度，學習者對學習、動機、個人需求、學習風格和自我評估的反思也很重要。
Our support needs to guide, support and nudge students to be autonomous rather than encouraging their passivity and reliance on us.
我們的支援需要引導、支持和推動學生自主，而不是鼓勵他們的被動和依賴我們。
Therefore, we need to be well-prepared and well-equipped to know what kind of support our students need to develop their autonomy, in addition to when and how this support should be provided in accordance with the learning context.
因此，我們需要做好充分的準備和準備，以瞭解我們的學生需要什麼樣的支援來發展他們的自主性，以及何時以及如何根據學習環境提供這種支援。