The concepts of autonomy, identity, and agency in foreign language (FL) education have been subject to a growing body of research during the past decade. In contrast to most of these studies, in which the major focus is on autonomy in language learning, this volume critically juxtaposes the three concepts and their interrelations, doing so in English as a foreign language (EFL) contexts. In the introduction of the book, Feng Teng explains that one important challenge to theory and practice in FL pedagogy emerges from change, and that one of the most salient changes in EFL education and research over the past decade has been the increasing importance placed on understanding autonomy from identity and agency perspectives; hence his studying the three concepts together. Teng’s exploration is based on theoretical frameworks and research findings. The book’s eight chapters cover a spectrum of diverse paradigms that review and synthesize theoretical frameworks regarding autonomy, agency, and identity in EFL education, rendering profound implications in the form of new frameworks and warnings. The author asserts that providing a framework for interconnections between autonomy, agency, and identity results in a better understanding of the challenges in EFL education, while the warnings could help overcome potential difficulties and barriers that may arise during research and teaching-learning processes. Chapters 1 and 2 discuss the autonomy of learners and teachers in EFL contexts. In Chapter 1, Teng presents learner autonomy as one of the educational goals of teaching English as a foreign language (TEFL), pointing out the importance of language learner autonomy from the different perspectives of sociolinguistics, psychology, politics, social development, and metacognition. He asserts that one important issue in TEFL is the long-term enhancement of autonomy through experiences obtained in or out of classroom settings. He concludes that autonomy might be conceptualized as a social attribute of individuals, existing in FL learners’ capacity and the social contexts of their interactions. Chapter 2 conceptualizes teacher autonomy in ELT, discussing the value and importance of giving support to EFL teachers while also raising their awareness of and working towards teacher autonomy. The chapter demonstrates a change of research focus from student autonomy to teacher autonomy in ELT, highlights the importance of fostering teacher autonomy, and briefly illustrates the challenges that EFL teachers may encounter in the process of developing autonomy (such as lack of experience or strict educational policies). Chapters 3 and 4 are devoted to leaners’ and teachers’ identities. Chapter 3 explores the implications of learners’ identities in FL education. According to Teng, ‘Language is one of the most apparent symbols that indicate an individual’s identity’ (p. 37). He first conceptualizes different aspects of being an EFL learner and of the process of FL learning; then, he analyzes the reciprocal relationship between learners’ identities and EFL learning, introducing identity as ‘a key driver for foreign language learning’ (ibid.) Teng argues that developing EFL learners’ identities is a sophisticated process which can be influenced by five key factors: ‘1) asymmetric power relationship between teachers and students, 2) cognitive awareness (awareness of a cognitive framework concerning goals, beliefs), 3) learners’ situated institution system and hidden conventional practices, 4) learners’ internal emerging sense of professional agency, and 5) learners’

中文翻译：

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EFL 语境中自主性、代理性和身份的探索 - (Mark) Feng Teng, Autonomy, Agency and Identity in Teaching and Learning English as a Foreign Language。新加坡：施普林格，2019 年。第 i-xii+132 页。精装本 74.99 英镑，ISBN 978-981-13-0727-0

在过去的十年中，外语 (FL) 教育中的自主性、身份认同和能动性的概念受到了越来越多的研究。与大多数主要关注语言学习自主性的研究相比，本卷批判性地并列了这三个概念及其相互关系，并在英语作为外语 (EFL) 的背景下这样做。在本书的导言中，冯腾解释说，外语教学理论和实践面临的一个重要挑战来自变革，而在过去十年中，外语教育和研究最显着的变化之一就是越来越重视理解。从身份和代理的角度自治；因此他一起研究这三个概念。滕的探索基于理论框架和研究成果。这本书的八章涵盖了一系列不同的范式，这些范式回顾和综合了关于英语教育中的自主性、代理和身份的理论框架，以新框架和警告的形式产生了深远的影响。作者断言，为自主、代理和身份之间的相互联系提供一个框架可以更好地理解英语教育中的挑战，而这些警告可以帮助克服研究和教学过程中可能出现的潜在困难和障碍。第 1 章和第 2 章讨论了 EFL 语境中学习者和教师的自主性。在第一章中，Teng 将学习者自主性作为英语作为外语教学（TEFL）的教育目标之一，从社会语言学、心理学、政治学、社会发展和元认知的不同角度指出语言学习者自主性的重要性。他断言，TEFL 的一个重要问题是通过在课堂内外获得的经验长期增强自主性。他得出的结论是，自主性可能被概念化为个体的社会属性，存在于外语学习者的能力和他们互动的社会背景中。第 2 章对 ELT 中的教师自主权进行了概念化，讨论了支持 EFL 教师的价值和重要性，同时提高了他们对教师自主权的认识和努力。本章展示了 ELT 中研究重点从学生自主到教师自主的转变，强调了培养教师自主的重要性，并简要说明英语教师在发展自主性的过程中可能遇到的挑战（如缺乏经验或严格的教育政策）。第 3 章和第 4 章专门讨论学习者和教师的身份。第 3 章探讨了学习者身份在外语教育中的影响。根据 Teng 的说法，“语言是表明个人身份的最明显的符号之一”（第 37 页）。他首先概念化了作为 EFL 学习者和 FL 学习过程的不同方面；然后，他分析了学习者身份与英语学习之间的相互关系，将身份介绍为“外语学习的关键驱动力”（同上）。滕认为，发展英语学习者的身份是一个复杂的过程，可能受到五个关键因素的影响因素：