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learner learns and in the way he or she transfers what has been learned to wider context”(Little, 1991:4, cited in Little & Dam, 1998:15). Then, how about the term of learner autonomy? Benson & Voller defines learner autonomy in terms of different connotations. They (1997: 1) note that the learner autonomy can have at least five connotations: (1) for situations in which learners study entirely on their own; (2) for a set of skills which can be learned and applied in self-directed learning; (3) for an inborn capacity which is suppressed by institutional education; (4) for the exercise of learner’s responsibility for their own learning; (5) for the right of learners to determine the direction of their own learning. What Benson & Voller try to tell us is that autonomy refers not only to an inborn capacity of the learner, but also learner’s actual exercise of their responsibility for their own learning. Although it’s learner’s right to take responsibility for their own learning, they are always prevented from doing this because of institutional education. In order to guarantee that right, learners must have self-directed learning skills and be put in supportive environment with real opportunities. Learner autonomy is the ability to take responsibility for, and take charge of, theirs own learning (Little, 1991:4, cited in Little & Dam 1998:17). From the author’s view, learner autonomy in senior middle school in Chinese context embraces two underlying meanings including an attitude of willingness towards taking charge of his or her own learning willingly, and ability of perception and accepting the responsibility for their own learning. Teacher gives students more and more opportunity to identify one or more learning needs, and to choose their own method of study, to set their own good and to decide on a task. Teacher guide them to evaluate their own performance and accept the grade they give themselves. If we look at the above-mentioned definitions, we find that they focus on autonomy as different things: as ability, as a certain act of learning, or as both. No matter what they focus on, we need to link the ability to do something and the actual doing together. The concept of learner autonomy has been around for a few years and even become a “buzzword” within the context of language learning. Unfortunately, however, it had also been misunderstood as being no more than self-instruction is a satisfying and effective way to learn a language when other methods do not meet the needs of the individual. While it may be true that learners who are able to follow a path of self-instructions successfully may have acquired a high degree of learner autonomy, it is also true that self-instruction often fails to provide successful results. Consequently, learner autonomy is often described as a new methodology. Moreover, learner autonomy does not mean learner isolation. Because the term autonomy focuses attention on individually and independence, it is sometimes assumed that learners make the best and fastest progress when they work on their own. According to this view, classrooms are a matter of administrative convenience. This, however, is a mistake. 1.2.1Conditions for learner autonomy It should be reiterated that autonomy is not an article of faith, a product ready made for use or merely learning is achieved when certain conditions obtain: cognitive motivation attitudes and knowledge about language learning, i.e., a kind of metalang