origins of self-access learning approach lie in the tradition of investigating 'the good
language learner'" (Piper; 1994,12)2.
Third, there is no balance between instruction and decision making. I agree with
Wenden about the need of instruction in learner training, particularly at the level of
metacognitive strategies. The authoritative position (see 3.4.1, p. 67) of the teacher makes
her play the role of instructor. However, I think that the teacher's instructor role should not
nullify the role of decision-maker that the learner has acquired. In the action plan Wenden
proposes (1991; 97 and ss.), for instance, the students are not the ones who choose the
strategies to Ieam according to their preference and needs. Besides, the prescriptive nature of
"inventories, resource files, planning guides, and process grids" (Abrams, 1994, 281) results
in not enough room for the learner to exercise her will.
Fourth, the writer∕reader relationship the book develops does not support a learner-
centred approach. Although I see the point of including the so-called "analytic and
application tasks" in order to encourage the analysis and evaluation of the content proposed
by the text (Wenden; 1991,4), I do not think that the outcome is in that direction. First of all
because the reader feels "continuously cajoled into action" (Abrams; 1994, 281). To
complete some tasks, according to Abrams, would take hours; according to me it would take
days and weeks. A learner-centred text would not give this "cajoling" feeling to the reader. It
is true that an assertive reader would choose which tasks she wants to do and to what extent.
That is actually what some people have told me they do with books like this one. But, to my
mind, an assertive reader, that is to say, an autonomous reader whose goal is her students'
autonomy, does not need any suggestion, or imposition, of tasks at all. She is competent
enough to ask her own questions and develop her own tasks whenever she feels like doing
so. Otherwise, too much guidance makes the reader get the impression that the writer does
not believe in the autonomy of the readers.
Another problem that lengthens the distance between reader and writer is the
impression the writer wants to convey about the simplicity of things when developing
autonomy. Too often, the reader finds the writer telling her that the task is easy, that the
procedure is simple. This fact is very clear in three different aspects the book deals with:
verbal reports, innovations and attitudes and beliefs.
For Wenden, carrying out verbal reports is "very simple" (1991,81), something I
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