This article can be accessed online from eapfoundation.com where you can also find a podcast based on the article.
这篇文章可以从eapfoundation.com在线访问，您还可以找到基于该文章的播客。

Learner autonomy
自主

Learner autonomy is an important concept in educational fields, including language learning ones such as EAP. This section will consider what learner autonomy is, what skills autonomous learners need and why learner autonomy is important. The page also looks at how learner autonomy can be developed, as well as considering the cultural aspects of learner autonomy. The page finishes by considering how the EAPFoundation.com website can help students to develop autonomy.
学习者自主性是教育领域的一个重要概念，包括EAP等语言学习领域。本节将考虑什么是学习者自主性，自主学习者需要哪些技能以及为什么学习者自主性很重要。该页面还着眼于如何发展学习者的自主性，并考虑学习者自主性的文化方面。该页面最后考虑了 EAPFoundation.com 网站如何帮助学生发展自主性。

What is learner autonomy?
什么是学习者自主性？

The term learner autonomy has been used in education since the early 1980s, when it was first used by the educator Henri Holec. Holec defined learner autonomy as the learner's ability to take charge of his/her own learning. Other writers since Holec have modified this definition, in part depending on whether they see learner autonomy as a means to an end, or the end product itself. In taking responsibility for their learning, learners need to work in partnership with the teacher and other students. Learner autonomy is especially important in EAP since students may need to continue to develop their EAP skills without the help of an EAP teacher, for example when they have progressed from foundation or pre-sessional courses to undergraduate degrees.
自 1980 年代初以来，学习者自主一词一直在教育中使用，当时教育家亨利·霍莱克 （Henri Holec） 首次使用它。Holec将学习者的自主性定义为学习者负责自己学习的能力。自霍尔克以来，其他作家已经修改了这个定义，部分取决于他们是否将学习者自主性视为达到目的的手段，还是最终产品本身。在对自己的学习负责时，学习者需要与老师和其他学生合作。学习者的自主性在EAP中尤为重要，因为学生可能需要在没有EAP老师帮助的情况下继续发展他们的EAP技能，例如，当他们从基础课程或学前课程升读本科学位时。

What skills do autonomous learners need?
自主学习者需要哪些技能？

In keeping with the definition above, which sees the autonomous learner as someone with the ability to be fully responsible for their own learning, there are a number of skills which are needed. The main ones which such learners require are:
根据上述定义，自主学习者是有能力对自己的学习负全部责任的人，因此需要许多技能。这些学习者需要的主要内容是：

the ability to identify and set learning goals
识别和设定学习目标的能力

the ability to plan and execute learning activities
计划和执行学习活动的能力

the ability to reflect on and evaluate their learning
反思和评估学习的能力

an understanding of the purpose of their learning
了解他们的学习目的

an understanding of their own learning processes
了解自己的学习过程

knowledge of a range of learning strategies and skills
了解一系列学习策略和技能

clear motivation to learn.
明确的学习动机。

In short, autonomous learners need to be proactive, reflective, self-aware and motivated.
简而言之，自主学习者需要积极主动、善于反思、有自我意识和积极性。

Why is learner autonomy important?
为什么学习者的自主性很重要？

There are four main advantages to becoming an autonomous learner. First, as noted above, you may not always have the support of your teacher, and you will therefore need to be able to learn by yourself. Second, autonomous learners are likely to be more efficient in their learning, because the learning will be more personal and focused. Third, the skills required in autonomous learning are ones which will be needed in future, for example in the workplace. Finally, since autonomous learners are more proactive in their learning, they will usually succeed even though they may not always feel positive towards their learning or may sometimes lack motivation.
成为自主学习者有四个主要优势。首先，如上所述，您可能并不总是得到老师的支持，因此您需要能够自学。其次，自主学习者的学习效率可能会更高，因为学习将更加个性化和专注。第三，自主学习所需的技能是未来需要的技能，例如在工作场所。最后，由于自主学习者在学习中更加积极主动，即使他们可能并不总是对自己的学习感到积极或有时可能缺乏动力，他们通常也会成功。

Developing learner autonomy
培养学习者的自主性

Developing learner autonomy involves learning how to learn and is a gradual and sometimes difficult process. In order to become autonomous, learners need to be exposed to a range of useful learning activities and have the opportunity to evaluate and reflect on these. This will be achieved by a combination of efforts by the teacher, peers and the student. Assessment of learning, by all three groups, will also be important. Working with others in this way can be difficult for some students, who may not be used to viewing learning as a social activity, and the autonomous learner therefore needs to develop social skills such as empathy, tolerance and understanding of difference, as well as the ability to explain, discuss and negotiate with the teacher and other learners. In short, developing learner autonomy means developing a wide range of academic, intellectual, personal and interpersonal skills, requiring engagement with cognitive, metacognitive, affective and social dimensions.
培养学习者的自主性涉及学习如何学习，是一个循序渐进的过程，有时甚至是困难的过程。为了成为自主者，学习者需要接触一系列有用的学习活动，并有机会评估和反思这些活动。这将通过老师、同伴和学生的共同努力来实现。所有三个群体对学习的评估也很重要。对于一些学生来说，以这种方式与他人合作可能很困难，他们可能不习惯将学习视为一种社交活动，因此自主学习者需要培养社交技能，例如同理心、宽容和对差异的理解，以及与老师和其他学习者解释、讨论和谈判的能力。简而言之，培养学习者的自主性意味着发展广泛的学术、智力、个人和人际交往技能，需要参与认知、元认知、情感和社会层面。

The teacher will of course have a role to play in developing learner autonomy. In the first instance, the learning environment needs to provide opportunities for the learner to take control of their learning, which could include opportunities for peer and self assessment or negotiating activities with students. Learners may initially not have an appropriate conceptual stance towards their learning, which means that the teacher will need to introduce and explain the importance of learner autonomy and the skills which are required. Learners may initially lack the ability to identify goals or plan their learning, and the teacher can assist by scaffolding the learning, suggesting suitable goals, or setting or negotiating a timetable. Reflection is also not a natural ability in most students, and reflection training is another area where the teacher can assist and support students. As students develop the necessary skills, the support offered by the teacher can be gradually reduced. It is important not to remove the support too quickly - or completely - as this can be demotivating if students are not ready.
当然，教师在培养学习者的自主性方面可以发挥作用。首先，学习环境需要为学习者提供控制学习的机会，这可能包括同伴和自我评估或与学生谈判活动的机会。学习者最初可能对他们的学习没有适当的概念立场，这意味着教师需要介绍和解释学习者自主的重要性和所需的技能。学习者最初可能缺乏确定目标或计划学习的能力，教师可以通过搭建学习脚手架、提出合适的目标或设定或协商时间表来提供帮助。对于大多数学生来说，反思也不是一种天生的能力，反思训练是教师可以帮助和支持学生的另一个领域。随着学生发展必要的技能，教师提供的支持可以逐渐减少。重要的是不要太快或完全取消支持，因为如果学生还没有准备好，这可能会使人失去动力。

To clarify how a teacher can support students, the table below shows what would happen with different types of students in planning for an assignment, such as an essay or presentation task. The term 'semi-autonomous' is very broad, as most students would have some degree of autonomy rather than being halfway between autonomous and non-autonomous.
为了阐明教师如何支持学生，下表显示了不同类型的学生在计划作业（例如论文或演示任务）时会发生什么情况。“半自主”一词非常广泛，因为大多数学生将具有一定程度的自主性，而不是介于自主和非自主之间。

Cultural attitudes towards learner autonomy
对学习者自主性的文化态度

An important question to consider is whether learner autonomy is possible in all cultures or whether it is an exclusively Western idea. Although research suggests that learner autonomy is a psychological phenomenon which can go beyond cultural differences, learning behaviour is always culturally conditioned, meaning that students from some cultures, especially teacher-centred ones such as those of Asia, struggle to accept the concept of autonomous learning and therefore find it difficult to learn the necessary skills. One definition of learner autonomy is the recognition of learner's rights within the educational system, which makes the concept not simply an educational one but also a political one. Under this definition, learner autonomy moves the focus from teaching to learning and affords maximum influence to the learners, which runs counter to the importance and perceived influence of the teacher in some cultures. If learner autonomy is used in non-Western cultures, it may therefore need to be adapted, and the teacher will need to provide more support, and exercise more patience, with students from such cultures.
一个需要考虑的重要问题是，学习者的自主性是否在所有文化中都是可能的，或者它是否完全是西方的观念。尽管研究表明，学习者自主性是一种可以超越文化差异的心理现象，但学习行为总是受文化制约的，这意味着来自某些文化的学生，尤其是以教师为中心的文化，如亚洲的学生，难以接受自主学习的概念，因此很难学习必要的技能。学习者自主的一个定义是承认教育系统内学习者的权利，这使得这个概念不仅仅是一个教育概念，而且是一个政治概念。根据这一定义，学习者的自主性将重点从教学转移到学习，并为学习者提供最大的影响，这与教师在某些文化中的重要性和感知影响力背道而驰。如果学习者的自主性在非西方文化中使用，那么它可能需要进行调整，教师将需要为来自这些文化的学生提供更多的支持，并表现出更多的耐心。

How can EAPFoundation.com help?
EAPFoundation.com 能提供什么帮助？

The main area of the website to help you to develop your autonomy is the study skills section. This includes:
帮助您发展自主权的网站的主要区域是学习技能部分。这包括：

the learning cycle page, which will help you gain an understanding of your learning processes and reflect on your learning (items 3 and 5 above)
学习周期页面，这将帮助您了解您的学习过程并反思您的学习（上述第 3 项和第 5 项）

the learning styles page, which will help with an understanding of learning processes and introduce some specific learning strategies and skills based on your preferred style of learning (items 5 and 6 above)
学习风格页面，这将有助于了解学习过程，并根据您喜欢的学习方式介绍一些特定的学习策略和技能（上述第 5 项和第 6 项）

time management, which will help you to plan and execute learning activities (item 2 above)
时间管理，这将帮助您计划和执行学习活动（上述第 2 项）

using feedback from the teacher, peers or yourself, in order to evaluate learning and identify learning goals (items 1 and 2 above).
利用老师、同伴或您自己的反馈来评估学习并确定学习目标（上述第 1 项和第 2 项）。

Of course, other areas of the website are also helpful, as EAP is a discipline which is concerned with academic skills and strategies, such as following the writing process and learning skills to improve reading speed.
当然，网站的其他方面也很有帮助，因为EAP是一门关注学术技能和策略的学科，例如遵循写作过程和学习技巧以提高阅读速度。

References
引用

Cottrell, S. (2001) Teaching Study Skills & Supporting Learning. Basingstoke: Palgrave Macmillan.
Cottrell， S. （2001） 教学学习技能和支持学习。贝辛斯托克：帕尔格雷夫·麦克米伦。

Jordan, R.R. (1997). English for Academic Purposes: A guide and resource book for teachers, Cambridge: Cambridge University Press.
乔丹，R.R.（1997 年）。学术英语：教师指南和资源书，剑桥：剑桥大学出版社。

Little, D. (n.d.) Learner autonomy and second/foreign language learning. Available from https://www.llas.ac.uk/resources/gpg/1409 (access date 8 April, 2016).
Little， D. （n.d.） 学习者自主性和第二/外语学习。从 https://www.llas.ac.uk/resources/gpg/1409 开始提供（访问日期为2016年4月8日）。

Moore, I. (2016). What is Learner Autonomy. Available from http://extra.shu.ac.uk/cetl/cpla/whatislearnerautonomy.html (access date 8 April, 2016).
摩尔，I.（2016 年）。什么是学习者自主性。从 http://extra.shu.ac.uk/cetl/cpla/whatislearnerautonomy.html 开始提供（访问日期为2016年4月8日）。

Smith, R. (2008). Learner Autonomy, ELT Journal, Volume 62/4, pp.395-397.
史密斯，R.（2008 年）。学习者自主性，ELT 杂志，第 62/4 卷，第 395-397 页。