摘要：'Learner autonomy is an achievement,attained inter-relationally between the learner and the teacher'(1)Therefore,the role of the instructor often plays a crucial role in fostering autonomous learning regarding the teachers’ instructive language,activity design,choice of material, etc. However, mismatched philosophy of language learning often exists among students and instructors,which hinders the success of promoting learning autonomy.This paper looks at learning activities in a Chinese language class for international students in a Chinese university,and the formation of the students’ autonomous learning. It examines the problems that occurred during class,and the teacher’s later modification of activities. Based on the student-student and student-teacher interactions during the class,the paper touches upon issues arising from the observation of class activities, which include self-perception of identity in the target language speech communities,learning motivation,and effective language learning strategies. These issues all contribute to the formation of learner autonomy.The paper concludes that as a co-collaborator in the process of autonomous learning,the role of teacher in fostering learner autonomy is to implement a teacher-learner co-constructive dialogue to approach learners’ perception of who they are in the speech community of the target language, why learning the language, and what constitutes good language learning.
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