Developing upper-secondary learners' autonomy in English language lessons

Abstract

This work deals with the development of learner autonomy in English language classes at a four-year grammar school. The theoretical part defines current approaches to education, autonomy development, the concept of communicative competence, which is then critically compared, based on two selected models, and it also provides a theoretical basis for the ways in which it is possible to develop learner autonomy in English language classes. The theoretical part serves as a basis for the practical part, which, with the help of a case study, investigated whether and how learner autonomy is developed at the selected four-year grammar school, and also which aspects of communicative competence are supported in this development.