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EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES
2.2 THE CONTEXT OF SECOND LANGUAGE ACQUISITION
THROUGH EE ACTIVITIES
Even though there is a positive relationship between learners’ L2 proficiency
and their engagement in EE activities (Grau 2009, Jézsa-Imre 2013, Kuppens
2010, Piirainen-Marsh-Tainio 2009, Simensen 2010, Sundqvist—Sylvén 2016),
the context of how second language acquisition may take place through them
still requires elaboration. The aim of this and subsequent sections is to shed
light on these contextual aspects of EFL learning through EE activities, which
may involve learners’ conscious choice (or the lack thereof) of taking charge
of their own L2 learning when engaging in EE activities. Thus, the role of
learner autonomy in the extramural L2 learning context is discussed first,
followed by a discussion of the different conscious or unconscious SLA pro¬
cesses involved in learning English through EE activities.
2.2.1 Learner autonomy and extramural English activities
Since the emergence of the term of learner autonomy in the 1980s, scholars
have defined autonomy in several ways. One of the most widely cited defini¬
tions of learner autonomy is that of Holec (1981: 3), which defines autonomy
as “the ability to take charge of one’s own learning”. In the literature on
learner autonomy, Holec’s (1981) original definition has been considered as a
basis for the discourse on learner autonomy (Benson 2011b, Benson—Voller
1997, Nunan 2003) and even relatively recently, Benson (2011c: 16) refers to
Holec’s definition and concurs that “on the basic definition of learner auton¬
omy, there has been a remarkable degree of consensus around the idea that
autonomy involves learners taking more control over their learning.” Simi¬
larly, Littlewood (1996) claims that learner autonomy is the ability and willing¬
ness to learn, i.e., learners’ capability of making conscious decisions on setting
goals, making plans on further language learning progression, choosing what
materials and methods to adopt, and monitoring and evaluating their own
learning process. This definition does not exclude teacher-led classroom in¬
struction from the learning process; it simply means that learners are willing
to consciously take charge of their own learning by avoiding overreliance upon
their course instructor or teacher. Krashen (2006: 2) also claims that an au¬
tonomous language acquirer is someone who has an understanding of how
language is acquired and “is able to get the input necessary for language ac¬
quisition, whether formal programs are available or not.” In his interpretation,
language teachers and language courses should not exclusively aim to develop
proficient L2 speakers. Instead, they should support learners in becoming
competent users who understand how a certain L2 works, what the governing
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