"Mapping the terrain of learner autonomy, written by leading researchers and teachers in the field of language learner autonomy, draws a concise map of the main developments in the field, which has expanded enormously in the past decade. It provides an analysis of the current state of learner autonomy practices, presents some concrete examples, addresses issues of teacher, advisor and counsellor development, and suggests future directions both in pedagogical practice and research. The book will be a useful textbook or reader for advanced students in foreign language education, applied linguistics and teacher education as well as for experienced language teachers who wish to update their knowledge in the field of learner autonomy."--Back cover.

“Theoretically wise and practically powerful, this book is about how to take full advantage of advances in technology and the learner autonomy they afford, rather than simply adapt to or deny them. It issues a clarion call to language educators and administrators interested in building on recent advances in language learning via the informal avenues of digital communications.” --Mark Dressman, Professor Emeritus, University of Illinois at Urbana-Champaign, US, Professor and Chair of English at Khalifa University, UAE “This important and original book challenges us to rethink the design and delivery of the language learning opportunities universities provide for their students. Drawing on Complex Dynamic Systems Theory, Self-Determination Theory and her own empirical explorations of informal online language learning, Denyze Toffoli paints a portrait of today’s university language learner that is novel, unexpected and urgent.” --David Little, Fellow and Associate Professor Emeritus at Trinity College, Ireland This book takes a fresh look at both context and the language learner in an attempt to shed light on the holistic and ever-changing system of the contemporary L2 speaker’s language development. Drawing on complex dynamic systems theory as a means to more fully understand the holistic nature of contemporary language learning, the author attempts to bridge the longstanding gap between formal language provision in Higher Education institutions, and more informal language acquisition achieved through activities such as listening to music, watching films and television, and playing games. Based on a theoretical understanding of the interplay between these contexts, contents and practices, the author offers suggestions concerning the shape of language centres in higher education and the role of teachers in readying the contemporary language learner for autonomous lifelong and lifewide language development. This book will be of particular interest to language teachers, teacher trainers, and higher education administrators.