Autonomy researchers have employed qualitative approaches to investigate a variety of issues. Ethnographies, case studies, language learning histories, (auto)biographies, among others, are featured in the literature. Some of these approaches fall under the umbrella of narrative research (Barkhuizen, Benson, & Chik, 2014; Early & Norton, 2012), which is emerging strongly in the L2 learning research (Barkhuizen, 2013; Benson 2014). This paper discusses another approach that has not been widely featured in autonomy or L2 learning research, phenomenology. “Phenomenology is a philosophical approach to the study of experience” (Smith, Flowers, & Larkin, 2009, p. 11). Phenomenology seeks “to determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it” (Moustakas, 1994, p. 13). Phenomenological research was employed to explore the phenomenon of ‘institutionalised L2 learning and possibilities for autonomy in Trinidad & Tobago’ with thirty students in the context of a BA in Spanish programme. Students’ self-perceived autonomy emerged from the analysis and shed light on the sociocultural phenomena that enabled or hindered students’ development and exercise of autonomy. The paper illustrates how phenomenological research can be a valuable qualitative approach to explore sociocultural phenomena in learner autonomy.

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学生自我感知和课堂外学习的现象学分析

自治研究人员采用定性方法来研究各种问题。民族志，案例研究，语言学习历史，（自动）传记等在文献中都有介绍。其中一些方法属于叙事研究（Barkhuizen，Benson和Chik，2014年； Early和Norton，2012年），在二语学习研究中正在迅速兴起（Barkhuizen，2013年； Benson 2014年）。本文讨论了在自主性或L2学习研究中尚未广泛使用的另一种方法，现象学。“现象学是一种研究经验的哲学方法”（Smith，Flowers，＆Larkin，2009，p。11）。现象学旨在“确定经验对拥有经验并能够对其进行全面描述的人意味着什么”（Moustakas，1994，p。13）。在意大利学士学位课程的背景下，现象学研究被用来与30名学生一起探讨“特立尼达和多巴哥的L2学习和自治的可能性”现象。分析得出了学生的自我感知自主权，并揭示了导致或阻碍学生发展和行使自主权的社会文化现象。本文说明了现象学研究如何成为探索学习者自主性中的社会文化现象的有价值的定性方法。分析得出了学生的自我感知自主权，并揭示了导致或阻碍学生发展和行使自主权的社会文化现象。本文说明了现象学研究如何成为探索学习者自主性中的社会文化现象的有价值的定性方法。分析得出了学生的自我感知自主权，并揭示了导致或阻碍学生发展和行使自主权的社会文化现象。本文说明了现象学研究如何成为探索学习者自主性中的社会文化现象的有价值的定性方法。