Developing Learner Autonomy in a Drama Approach to Language Learning

This paper explores the theoretical and practical connections between a drama approach to learning and the fostering of learner autonomy in the language learning process. Stemming from a belief that a drama approach naturally lends itself to the development of individual and interactive autonomy, the paper considers principles and practical applications of such a connection, before describing how a combined approach is currently being used at a women\u27s university in Japan. An important conclusion concerns the role of the teacher in this environment: this kind of approach requires the teacher to step back from proactive \u27direction\u27 to a more facilitative role, which nonetheless demands that students make clear and explicit decisions for themselves