This chapter tries isolating the most important of these interrelated factors in the context of autonomous approaches to learning, specifically those factors that are related to beliefs about language and learning, and the issue of who has control over the language learning situation. Secondly, to look at the way these factors are related to the definitions of the teacher's role in the literature on independent learning. Thirdly, to suggest that these factors are best addressed by adopting a negotiated approach to autonomous language learning. Annd finally, to examine how the principle of negotiation has been applied in differing language learning situations that have aimed to promote learner autonomy. As a preliminary, however, it is important to understand what notion of autonomy is being dealt with in this chapter. The notion of autonomy is that which Boud describes as an approach to educational practice that emphasizes learner independence and learner responsibility.
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