Implementing learner autonomy through communicative activities performed in CLT classroom : an investigation of the learner's preferred activities which are carried out in CLT classroom and the potential of these activities to promote learner autonomy

Abstract

Learner autonomy is in the heart of CLT approach. It is one of the central issues of Communicative Language Teaching. According to Holec’s (1981) definition learner autonomy means “ability to take charge of one’s own learning”. Developing capacity for taking responsibility for one’s own learning is claimed to be beneficial to learning (Benson, 2001, p.109). In fact, there is a belief that autonomous language learners are better language learners (Benson, 2001, p.2). The goal of Communicative Language Teaching is to enable learners to communicate in the target language. “Learners use the target language a great deal through communicative activities such as language games, role play and problem-solving tasks” (Larsen-Freeman,2000,p.129). Activities of the CLT based classroom are designed to improve learner’s communicative competence. This study tries to find out which activities performed in CLT based classroom are believed to be most useful in promoting learner autonomy.