More thoughts on autonomy - AFTER

It seems that Thornbury, when describing 'feeling fluent' is talking about the ability to stop focusing on the accuracy of producing the language and begin focusing on the meaning involved in the interaction.  Thus, an autonomous language user is one that is able to communicate meaning with speed, economy, accuracy, anticipation and reliability because he or she has now gained control over skills that others once monitored and managed.

What kinds of tasks can create autonomous learners? Tasks that are:

• PRODUCTIVE: learners are really producing as much language as possible
• PURPOSEFUL: tasks have clear outcomes that require learners to work together towards a common goal
• INTERACTIVE:  the more learners interact, the more they are required to produce language!
• CHALLENGING:  just enough, and not too much!
• SAFE:  risk-taking and experimenting are encouraged, but within the protective environment of the classroom
• AUTHENTIC:  real-life language that is within 'real operating conditions' in that it is:
• spontaneous
• unassisted
• involves minimal preparation

While my previous discussion may include the idea that learners are now in control over certain skills, it is clear that my definition was not as comprehensive as Thornbury's.