Cotterall, S. (1998). Roles in autonomous language learning. Australian Review of Applied Linguistics, 21 (2), 61-78. 1 ROLES IN AUTONOMOUS LANGUAGE LEARNING Sara Cotterall ABSTRACT The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables - culture, learning mode and individual differences - might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented. INTRODUCTION The goal of developing learner autonomy is a fundamental purpose of education (Boud 1988:18). In language learning contexts, autonomy has been defined as the ability to take responsibility for one's learning (Holec 1981; Dickinson 1987). A central implication of adopting autonomy as a goal in institutional settings, is the need to redefine the relationship between learner and teacher. Boud (1988:39) emphasises the importance of the teacher-learner relationship in attempts to foster learner autonomy: What is important ... is the attitude of teachers towards their students. It is not any technique or teaching methodology which is primarily needed, but an attitude of acceptance and appreciation of the views, desires and frames of reference of learners. Perhaps the single central quality which fosters autonomy is the quality of the relationship between teachers and learners which develops through this acceptance. But the teacher-learner relationship does not operate in a vacuum. Important variables in the learning context influence the roles which learners and teachers adopt. This paper explores roles in autonomous language learning first by examining ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three key variables in the context might influence the roles which learners and teachers adopt. The first of these variables is culture, since roles are viewed and played out differently in different cultural contexts. The second variable is the mode of learning adopted. It is argued that as the circumstances of learning change, so potentially do the responsibilities of the individuals involved in the learning process. Finally it considers individual differences which might influence the roles learners and teachers choose to adopt. The discussion concludes by proposing a strategy for introducing alternative roles in the language learning process. EDUCATIONAL ROLES - WHAT DOES THE LITERATURE TELL US? Where the objective of fostering learner autonomy is adopted, learner and teacher roles differ