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thinking alone, students work together, collaborative study, discussion, listening to others, giving his/her own opinion, coming into the consensus, and then report to the teacher their results of each group. 2.2 In the Autonomous Language classroom Most language classrooms take a textbook as their starting point .The textbook serves as the script of the learning process that teachers seek to enact with their learners. However, much the textbook may try to take account of learner’s likely needs and interests; it is essentially will take place as the teacher guides her learners though each successive unit. This implies a view of learning as a transferred from the textbook to the learners. Individual interests and needs, affective factors, and motivation are all important issues that this view of learning does little to accommodate, except by accident. Some learners nevertheless succeed in developing a high degree of autonomy, but again by accident. However, the constructivist views knowledge is not again by transmission but by personal constructs. In the autonomous classroom our starting point is not the textbook but the learners. We recognize that each member of the class has a history, interest, and emotional as well as educational and communicative needs. We also recognize that learning is not a simple matter of the unidirectional transmission of knowledge, skills, and expertise. On the contrary, it is a bi-directional process, for we only learn anything in terms of what we already know. Learning is also a messy and indeterminate process, impossible to control except in rather superficial ways. Learner autonomy comes into play as learners begin to accept responsibility for their own learning. But they can do this only within the limits imposed by what they already know and they already become. What we have called the textbook approach to language teaching involves learning “from outside in “; the textbook author’s meaning are first learned and then gradually adapted to the learners own purposes. The autonomous approach, by contrast, insists that language is learned partly by “from the inside out”, as learners attempt to express their own purposes. In the autonomous approach, learning is anchored in the achieved identity of the individual learner and the interactive process by which learners collaboratively construct their shared learning space. 2.3 Reinforcing teacher’s instruction Learner autonomy does not mean that the teacher becomes redundant: addicating his/her control over what is transpiring in the language learning process. Teacher plays a definitely important role in developing the student’s abilities for autonomous learning with adequate guidance and should be responsible for it. What’s more it’s wrong to consider learner autonomy as “teacher-less learning”. It goes without saying, of course, that the “ teacher-centered” mode and learners are not the “ empty jugs” any more. However, teacher’s organization, supervision, especially teacher’s guidance that is wonderful, suitable and attractive is necessary. In class teacher is the direct designer of the psychological class environment. If teaching presentation or lead-in is attractive, it will soon draw student’s attention and make them concentrate throughout the whole class process. Teacher’s instruction should be scientific, interesting and intelligent. Thus, for instance, when teaching grammar, teacher should change the complex to the simple, the abstract to the specif