The multidimensional nature of current conceptualisations of learner autonomy combined with the need to access both individual and social constructions presents both ontological and epistemological challenges when researching a pedagogy for learner autonomy. This paper will discuss the advantages and challenges to exploring the development of learner autonomy and its implication for practice from a postmodernist and social constructivist perspective, based on a qualitative case study of the development of advanced specialist and non-specialist foreign language learners and their teacher as a learner practitioner-researcher, in a large Higher Education Institution in England. It will show, in particular, how such methodology facilitates a dynamic research design, providing an opportunity to adapt and use existing theories whilst maintaining a strong emphasis on the learner’s ‘voices’. It will conclude with a set of recommendations together with the limitations of such an approach.

中文翻译：

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后现代主义作为学习者自主性研究的理论框架

当研究学习者自主性的方法论时，当前的学习者自主性的概念化的多维性质以及对个体和社会结构的访问的需求提出了本体论和认识论上的挑战。本文将基于高级专业和非专业外语学习者及其教师发展的定性案例研究，从后现代主义和社会建构主义的角度探讨探索学习者自主性发展的优势，挑战及其对实践的启示。在英格兰的一所大型高等教育机构中担任学习者，研究者和研究者。它将特别说明这种方法如何促进动态研究设计，提供机会来适应和使用现有理论，同时重点强调学习者的“声音”。最后将提出一系列建议以及这种方法的局限性。