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.

What is 'autonomous' language use? BEFORE

Without first having read the module material about autonomous language use, I suppose I might define it as the capacity to use language effectively, especially when confronted with unfamiliar language. In other words, autonomous learners would not necessarily possess perfect language skills, but would definitely possess strategies that would assist them to compensate when they do not understand communication or cannot easily express an idea. These strategies would include awareness building, being able to specifically identify when and where misunderstanding has happened, clarifying, restating, questioning, summarizing, etc.