Bibliography: p249-263. - Includes index.

1. Introduction: autonomy and independence in language learning / Phil Benson and Peter Voller -- 2. The philosophy and politics of learner autonomy / Phil Benson -- 3. Cultural alternatives and autonomy / Alastair Pennycook -- 4. An exploration of the relationship between self-access and independent learning / Susan Sheerin -- 5. Teaching and language learning in self-access centres: changing roles? / Gill Sturtridge -- 6. Self-access: why do we want it and what can it do? / William Littlewood -- 7. Does the teacher have a role in autonomous language learning? / Peter Voller -- 8. The guru and the conjurer: aspects of counselling for self-access / Philip Riley -- 9. Shooting arrows at the sun: perspectives on a pedagogy for autonomy / Michael P. Breen and Sarah J. Mann -- 10. Confidence building for classroom teachers working with self-access resources / Felicity O'Dell -- 11. Learner training for autonomous language learning / Edith M. Esch -- 12. Self-access work and curriculum ideologies / Andrew Littlejohn -- 13. Designing and adapting materials to encourage learner autonomy / David Nunan -- 14. Involving learners in developing learning methods: exploiting text corpora in self-access / Guy Aston -- 15. Preparing learners for independence: resources beyond the classroom / Stephen M. Ryan -- 16. Responding authentically to authentic texts: a problem for self-access language learning? / David Little -- 17. Providing computerized self-access opportunities for the development of writing skills / John Milton.

This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning. Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters. Its comprehensive and up-to-date coverage will be welcomed by advanced undergraduate and postgraduate students of applied linguistics, TESOL, TEFL and PGCE courses.