This article presents an investigation into the socio-interactional nature of learner autonomy in language learning groups. The study is situated in the context of a mobile phone video project with 13 Mexican adult learners of German as a foreign language (GFL). The aim was to examine autonomy, heteronomy and participation in L2 classroom negotiations in a group work situation. These constructs have been shown to be highly influential in second language learning in an institutional context (Little, 2000; O’Leary, 2014; Schmenk, 2008; Thornbury, 2011). Decision-making episodes of three project groups were examined from an interactional, participational and sequential point of view. The analysis offered both an etic and an emic perspective on L2-group negotiation processes and allowed for the detailed reconstruction of collective and cooperative participation mechanisms. It unveiled a strong link between individual interaction styles, different types of participation, group discourse patterns and the display of group autonomy and/or personal autonomy. These findings inform an empirically grounded theoretical model of group autonomy in the L2 classroom, which will be introduced in this paper.

中文翻译：

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二层小组工作中的社会自治与决策

本文介绍了对语言学习群体中学习者自主性的社会互动性质的调查。该研究是在一个手机视频项目的背景下进行的，该视频项目有13名墨西哥成年德语学习者为外语（GFL）。目的是在小组工作情况下检查自主性，异质性和参与第二课堂讨论的能力。这些结构已被证明在制度背景下对第二语言学习具有很大的影响力（Little，2000； O'Leary，2014； Schmenk，2008； Thornbury，2011）。从互动，参与和顺序的角度考察了三个项目组的决策情节。该分析提供了关于L2小组谈判过程的主观视角和主观视角，并允许详细重建集体和合作参与机制。它揭示了个人互动风格，不同类型的参与，小组话语模式与小组自主权和/或个人自主权的展示之间的紧密联系。这些发现为第二代课堂中基于群体自主的理论模型提供了经验，本文将对此进行介绍。