11 May HOW DO THE AUTHORS ILLUSTRATE CONNECTIONS BETWEEN SOURCES?
The teacher is one resource, but more importantly, they help the learner become better aware of other
learning options and opportunities which surround them.
It is not enough to define learner autonomy as the ability, capacity or willingness to take charge of one’s
learning, although one cannot deny that this is a goal to be achieved by the autonomous learner. Learner
autonomy can differ in value and meaning from culture to culture due to differences in cultural beliefs
(Oxford 2003). A definition of learner autonomy must respect the view of the teacher in a particular teaching
and learning context. The teachers’ perspective is the starting point which initiates the dialogue needed for
finding a definition and pedagogy of learner autonomy appropriate to the teaching and learning context. Just
as the teacher is involved in developing learner autonomy, and supporting a learner’s existing autonomy, it is
vital that they are also involved in examining its definition and exploring classroom approaches and practices
suitable and relevant to their educational setting. As Palfreyman (2003: 185) points out: ‘…an educational
organization which attempts to promote learner autonomy without facilitating discussion about what this
means to different participants may well run into practical difficulties, which are all the more baffling if those
concerned appear to share a common goal.’
Discussion Questions
• How do the authors foreground their voice? Provide examples.
• How do the authors illustrate connections between sources?
• How do the authors use propositional responsibility in their writing? Provide an example from each
extract.
• Does either writer arrive at a negative comment? If so, how to they write the negative comment as
to remain credible and unbiased?
• How does the use of non-integral references, rather than integral references, change the voice?
Provide examples.
• What APA errors can you find?
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