Abstract
The aim of this article is to investigate the impact of educational reforms launched in Poland in the last decade upon the notion of learner autonomy as evidenced by the results of a cross� sectional study. Necessarily, standard definitions of the concept of autonomy will be redefined against the background of sociopolitical reforms i n the country and their reflections in sylla� buses and curricula. Reevaluating the notion of le arner independence in the Polish context will be primarily viewed from the perspective of the learner; however, relevant comparisons with teachers' perceptions will be also provided. Employing methodological guidelines offered by Conceptual Metaphor Theory, conclusions will be drawn concerning the practicability of foster� ing learner autonomy in the Polish milieu.
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