The role of teachers in promoting learner autonomy has been the focus of second language acquisition researchers for more than a decade. This paper aimed at exploring perceived constraints in promoting learner autonomy, from the perspective of teachers. A sample of 16 university lecturers teaching communication skills in four public universities of Punjab was selected through purposive sampling. Following a qualitative approach, data were gathered through semistructured individual interviews which were later transcribed and analyzed thematically. Three major reported categories of constraints that emerged from the data were sociocultural, psychological, and institutional constraints. Sociocultural and psychological constraints were found to overlap and were linked in a complex way, where Pakistani culture was found ingrained in teachers’ and learners’ practices. Findings indicated that perceived barriers must be kept in mind while planning strategies to achieve learner autonomy in the classroom.

中文翻译：

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巴基斯坦发展学习者自主性的制约因素：大学讲师的观点

十多年来，教师在促进学习者自主性中的作用一直是第二语言习得研究人员的关注重点。本文旨在从教师的角度探讨促进学习者自主性的感知障碍。通过有针对性的抽样，从旁遮普邦的四所公立大学中选拔了16位讲授沟通技能的大学讲师，并从中抽取样本。遵循定性方法，通过半结构化的个人访谈收集数据，随后进行转录和主题分析。从数据中得出的三大主要限制因素类别是社会文化，心理和制度限制。人们发现，社会文化和心理限制是重叠的，并且以复杂的方式联系在一起，发现巴基斯坦文化根深蒂固于教师和学习者的实践中。研究结果表明，在规划实现课堂学习者自主权的策略时，必须牢记感知的障碍。