Abstract
Learner autonomy is a complex concept that can be viewed from the perspective of human agency and identity within a continually changing, multilingual ecology. In this article, I address three of the conventions of learner autonomy that have solidified in the research literature highlighting how these conventions are challenged by the research in Learner Development Journal 7. I also address some of the challenges created by the trend towards complex dynamics systems theory in learner autonomy research. Adopting a complexity perspective (Cameron & Larsen-Freeman, 2007) with critical realism (Bhaskar, 2016) as a meta-theoretical framework, I argue that practitioner research should continue to deepen our understanding of learner autonomy and change by flexibly combining perspectives together. 学習者オートノミー(自律学習)は、絶えず変化する多言語エコロジーの中で、人間の主体性とアイデンティティの観点から考えることができる複雑な概念である。本論文では、学習者オートノミー(自律学習)に関する3つの定説を取り上げ、これらの定説がLDJの本号の研究によってどのような挑戦を受けているのかを明らかにする。また、学習者オートノミー(自律学習)の研究において、複雑動的システム理論への流れが生み出すいくつかの課題についても言及する。複雑性の視点(Cameron & Larsen-Freeman, 2007)と批判的実在論(Bhaskar, 2016)をメタ理論的枠組みとして採用することで、実践者研究が、相反する視点を柔軟に組み合わせながら自律学習と変化に関する理解を深めていくべきだと主張する。
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