Interpreting Learner Autonomy in Chinese Contexts | University Students' Conceptions of Successful English Language Learning. Este artículo no está disponible.Interpreting Learner Autonomy in Chinese Contexts | University Students' Conceptions of Successful English Language Learning

Over the last three decades, concept of learner autonomy has aroused increasing attention and robust debate among scholars in language education. Among others, an important direction is how this concept might be interpreted and implemented in different cultural contexts. This book, as one of the first in-depth studies, aims to explore interpretations of learner autonomy in Chinese contexts, in particular from learners? voices. The book provides a comprehensive review of relevant literature in both ?West? and China, with a specific look at origin of concepts of learner autonomy in philosophy, education and language education and argues the importance of interpreting learner autonomy from Chinese learners? perspective. With substantial data sets and elaborate data analysis, the book distinctively argues for two domains of learner autonomy in Chinese contexts and suggests a new direction of promoting learner autonomy in China and other similar contexts.

Over the last three decades, concept of learner autonomy has aroused increasing attention and robust debate among scholars in language education. Among others, an important direction is how this concept might be interpreted and implemented in different cultural contexts. This book, as one of the first in-depth studies, aims to explore interpretations of learner autonomy in Chinese contexts, in particular from learners' voices. The book provides a comprehensive review of relevant literature in both 'West' and China, with a specific look at origin of concepts of learner autonomy in philosophy, education and language education and argues the importance of interpreting learner autonomy from Chinese learners' perspective. With substantial data sets and elaborate data analysis, the book distinctively argues for two domains of learner autonomy in Chinese contexts and suggests a new direction of promoting learner autonomy in China and other similar contexts.