Hedge, T., (2003) “Learner autonomy and learner training”. (Chapter from a book)
During the last decade the concern for modeling an autonomous language learner has increased in SLA research and in educational thinking. Hedge states that the two key terms that encompass many practices associated to self-directed learning are learner autonomy and learner training (p.77). The former refers to what the student does to learn a language; the latter refer to what the teacher does to help students to learn by themselves.
What the student can do or can learn to do in order to learn a language has been categorized in several types of learner strategies such as, cognitive and metacognitive strategies (“what learners do to learn and do to regulate their learning” (Rubin, 1987, p.19, quoted by Hedge, p. 77)), communication strategies (what learners do “to maintain a conversation, despite the gaps in their knowledge of the second language”) and socio-affective strategies, “those which provide learners with opportunities for practice” (p.79).
On the other hand, what the teacher does “to encourage the belief that a learner can assume more responsibility” (p.86), that is, learner training, offers increased effectiveness in classroom learning, self-access learning, and independent learning at home (p.85).
Because this book is addressed to teachers, it offers several samples of activities to develop in class in order to encourage students to reflect on their learning. Hedge presents questionnaires about writing activities and learning styles, self-assessment grids, also a model for a reading journal, and a self-evaluation form for a listening activity, among other materials.
In short, Hedge has reduced to manageable terms the complex classification of strategies, and reinforced the view that the role of the language teacher involves more than transmission and assessment of knowledge about a language.
