Identity, Motivation and Autonomy in Language Learning

Abstract

This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical fi ndings and, on the other, some degree of theoretical refl ection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspectivesociolinguistic, psycholinguistic, neurolinguistic, etc.-deemed out of place. The intended readership of the series includes fi nal-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers and teachers in general whose interests include a second language acquisition component.

Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development

“…We can see that this challenges the second convention that learner autonomy is always a rational choice because learner autonomy could also be the irrational choice: In Yarwood's (2023) study, Hiroto re-evaluated negative experiences of self-directed learning at an emotional level through positive interactions with an empathic advisor and increased self-awareness. This demonstrates that autonomy is involved in the constant process of learner re-construction of identity (Darvin & Norton, 2015;De Costa & Norton, 2017;Huang & Benson, 2013;Murray et al, 2011). Yarwood's research also demonstrates that we can get a better picture of learner autonomy by examining the different complex layers in which we do identity work as learners and teachers and tracing our unique trajectories through these spaces.…”