Abstract
Developing learner independence has an important role in the theory and practice of language teaching. Language learning is a lifelong endeavour, not one that begins and ends in a language class room. Most learners and teachers feel that language learning consumes a considerable amount of time. Learners have to work within and beyond the class room to develop their language skills. The notion of learner independence or learner autonomy moves into an area where learners can direct their own learning. It could mean those learning activities which take place without the immediate intervention of the teacher. In this scenario, learners set their own objectives and follow strategies devised by themselves to fulfil them. This is in turn facilitates the learner to become more efficient and effective when they study independently. Learners are compelled to assume responsibility for their own learning. Learner independence demands learner involvement and such involvement may lead to a deeper and better learning. Thus it can be said that the fostering of learner independence may start in a class room environment and extend beyond it.