concern English languageteaching and learning, the focus of the paper is autonomy in relation to adult English language learners. The question the present research aims to answer is how autonomy has been conceptualized, and what characterizes adult
for instrumental reasons ( Ryan & Deci, 2000 ). Within the context of languageteaching, several studies (e.g., Gheralis-Roussos, 2003 ; Kim & Kim, 2016 ; Kyriacou & Kobori, 1998 ; Menyhárt, 2008 ; Mifsud, 2011 ; Topkaya & Uztosun, 2012 ) have
English and teacher education in both Hungary and Britain. Her research interests include pragmatics, English as a lingua franca, and English languageteaching.
Contact details: Department of English Applied Linguistics, School of English
Adult L2 learner autonomy
The idea of this special issue on adult autonomy in the field of second-languageteaching and learning was born in response to shifting sociocultural and educational circumstances that have taken place
interviews with the learners, the importance of a free choice of conversation topic. In connection with tailoring languageteaching in response to the individual preferences and needs of the learner, John elaborated on how the freedom he is given motivates
second language acquisition . Mahwah, NJ : Erlbaum . Dörnyei , Z. , & Csizér , K . ( 1998 ). Ten commandments for motivating language learners: Results of an empirical study . LanguageTeaching Research , 2 ( 3 ), 203 – 229 . 10
in a FL, usually English, on the Internet or in the printed media.
Although the literature on FL acquisition and languageteaching methodology abounds, little has been written about Deaf FL learning. The edited volume by Kellett Bidoli and
volunteered for the interviews in response to an e-mail recruiting Hungarian English language teachers who were willing to share their ideas about their language-teaching experience. An important issue to highlight here, which might have an effect on the