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ions can be seen in another as the norms and practices of a classroom community (Cobb, 1996: 97). He models the social entity as a learner (for example, a football team, a business or a family), compares it with the learning of an individual in a social setting, and identifies three main types of relations: Individual learning can be less or more socially-mediated learning. Individuals can participate in the learning of a collective, sometimes with what is learned distributed throughout the collective more than in the mind of any one individual. Individuals and social aspects of learning in both of these senses can interact over time to strengthen one another in a 'reciprocal spiral relationship'. 1.1.2 The Comprehensive Understanding of Constructivism This paper is based on constructivism in which the emphasis is placed on the student rather than the teacher or the instructor. It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events. The learner, therefore, constructs his/her own conceptualization and solution to problems. The influence of constructivist theory has relatively recent and has entered the field of autonomy primarily through the work of David little. The key idea that autonomy in language learning has borrowed from constructivism is the idea that affective learning is “active” learning. Benson (2001): Effective learners are characterized in the research literature as being cognitively and affectively active in the learning process. They are seen as being capable of learning independently and deliberately through identification, formulation and restructing of goals; use of strategy planning; development and execution of plans; end engagement of self-monitoring. Learner autonomy and initiative is accepted and encouraged. Constructivist views learning as the result of mental construction. Students learn by fitting new information together with what they already know. Constructivist thinking learning is also affected by the context and the beliefs and attitudes of learner. The constructivist argued that children actually invented their ideas and assimilated new information to simple, pre-existing notion, modified their understanding. Some constructivists emphasized the careful study of process by which children created and developed their ideas. However, no matter how different their ideas are, the fact is that they all admit learners are encouraged to invent theirs own solution and to try out ideas and hypotheses. They are given the opportunities to build on prior knowledge. The essence of constructivist theory is learner-centered, aiming at autonomy, emphasizing learner’s spontaneous exploration, spontaneous discovery, and spontaneous construction of knowledge. 1.2Definitions of Learner Autonomy In the course of the rather rapid spread of the concept, the term autonomy has acquire many different shades of meaning, which have sometimes cause confusion about what learner autonomy might entail. Thus the concept of learner autonomy needs to be clarified first. First, look at the definition of autonomy. In David Little’s words “autonomy is a capacity-for detachment critical refection decision-making and independent action. It presupposes, but also entails that the learner will develop a particular kind of psychological relation to the process and content of his learning. The capacity for autonomy will be displayed both in the way the