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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 processes 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 definitions 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 autonomy, there has been a remarkable degree of consensus around the idea that autonomy involves learners taking more control over their learning.” Similarly, Littlewood (1996) claims that learner autonomy is the ability and willingness 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 instruction 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 autonomous language acquirer is someone who has an understanding of how language is acquired and “is able to get the input necessary for language acquisition, 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 * 20 +
