Teacher autonomy in second language education

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With the rise of learner autonomy as an important goal in second/foreign language education, the idea of teacher autonomy has recently come to the fore. In this paper, I first review the literature to explore various definitions and meanings of teacher autonomy. I then present an overview of current perspectives on the relationship between teacher autonomy and learner autonomy. This is illustrated through a discussion of the literature about teachers’ responsibility and capacity to support learner autonomy. Finally, I examine how action research, reflective practice, and exploratory practice are argued and demonstrated in the literature as major processes of teacher (autonomy) development in second language education.
在二語(外語)教育領域,隨著學習者自主性研究的不斷深入,教師自主性在過去的十年也逐漸成為研究的一個焦點。通過全面、深入研讀有關文獻,本文首先探討教師自主性的涵義,接著分析教師自主性和學習者自主性之間的關係。對兩者關係的討論主要圍繞教師在發展學習者自主性過程中的責任、態度和能力進行。文章最後審視促進教師自主性發展和教師發展的三種主要途徑,即人們較為熟悉的行動研究、反思性教學以及近年來才興起的探索型實踐(exploratory practice)。Copyright © 2007 北京外國語大學.
Original languageEnglish
Pages (from-to)30-42
JournalChinese Journal of Applied Linguistics
Issue number1
Publication statusPublished - Feb 2007


Huang, J. (2007). Teacher autonomy in second language education. Chinese Journal of Applied Linguistics, 30(1), 30-42.


  • Teacher autonomy
  • Learner autonomy
  • Second/foreign language education
  • 教師自主性
  • 學習者自主性
  • 二語(外語)教育
  • Alt. title: 二語教育的教師自主性研究


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