Abstract
This article presents an investigation into the socio-interactional nature of learner autonomy in language learning groups. The study is situated in the context of a mobile phone video project with 13 Mexican adult learners of German as a foreign language (GFL). The aim was to examine autonomy, heteronomy and participation in L2 classroom negotiations in a group work situation. These constructs have been shown to be highly influential in second language learning in an institutional context (Little, 2000; O’Leary, 2014; Schmenk, 2008; Thornbury, 2011). Decision-making episodes of three project groups were examined from an interactional, participational and sequential point of view. The analysis offered both an etic and an emic perspective on L2-group negotiation processes and allowed for the detailed reconstruction of collective and cooperative participation mechanisms. It unveiled a strong link between individual interaction styles, different types of participation, group discourse patterns and the display of group autonomy and/or personal autonomy. These findings inform an empirically grounded theoretical model of group autonomy in the L2 classroom, which will be introduced in this paper.
Highlights
Social learning, like group or project work, in foreign language classes offers learning opportunities through interaction with more capable peers (Wygotski, 1934)
Studies on learner autonomy from a socio-cultural perspective have so far not looked at social language learning and how it evolves within group or project work
Group decision-making discourses in a foreign language learning setting can be characterized as complex interrelationships of interactional activity, passivity and dominance, mutual engagement and equal participation
Summary
Like group or project work, in foreign language classes offers learning opportunities through interaction with more capable peers (Wygotski, 1934) It mostly takes place in language learning institutions, courses and classrooms. Learner autonomy entails more than this individualistic perspective, especially when it is regarded from a socio-cultural perspective of language learning Within this framework, autonomous learning is a constructed, situated and dynamic relationship between learners and their sociocultural context (Benson & Cooker, 2013; Little, 2000). The aim of this study was to provide an empirically based reconceptualization of learner autonomy as a socio-interactional construct that recognizes the coexistence of autonomy and heteronomy in institutional language learning contexts. Autonomous learning as social practice is anchored in group processes as group autonomy It is placed on a continuum between personal autonomy and heteronomy. Co-determination is linked to the concept of legitimate peripheral participation (Lave & Wenger, 1991), when a novice participates peripherally in a community of practice and gains competence until he or she fully participates in this community as an expert
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