Contextual semantic functions of the nuclear sentence patterns in expending the communicative intention of the speaker and ways of their teaching

Learner autonomy is defined as the ability to take charge of one's own learning. Autonomous learners understand the purpose and process of learning and are able to choose from available tools and resources to create a productive learning environment.
In an EFL context, where the traditional teacher-centered classroom is still very com­mon, it is helpful to consider promoting learner autonomy for the purpose of trans­forming dependent and passive learners. To promote learner autonomy, the teacher should encourage students to be more self­-motivated and to continue learning outside the classroom so they can be personally responsible for acquiring English. Teachers indicate that "a motivated student would have a greater interest in what was to be learnt and thus be more ready and able to take on responsibilities in the language learning process." They suggest that the teacher pro­mote autonomous behavior by suggesting extracurricular activities, focusing first on those that students already engage in. For example, the teacher may want to ask students to try such English learning activities as writing letters to pen pals; reading newspa­pers, magazines, or books; listening to the radio; watching movies; surfing the Internet; talking to foreigners; keeping a journal; prac­ticing conversation with friends; studying in groups; and attending a self-study center.
In addition, teachers can train students to take charge of every stage of their own learn­ing, which includes:
setting goals identifying and developing strategies to
achieve such goals developing study plans
identifying and selecting relevant resources and support
reflecting on learning (which includes identifying problem areas and the means of addressing these problems)
assessing one's own progress (which in­cludes defining criteria for evaluating per­formance and learning)
There are many factors that have a nega­tive effect on learner autonomy. First of all, according to Edge and Wharton, teaching materials that are controlled by the institution "may limit the amount of invest­ment and involvement that students can have in the learning process." This may place the learners' autonomy and the teachers' creativi­ty at risk. To overcome this problem, teachers need to use a wide variety of resources and encourage students to find and bring to class texts, stories, or any piece of information on topics that are of interest to them. By choos­ing the materials themselves, students are starting on the road to autonomous learning. The teacher plays an indispensable role by acting as a facilitator and modifying material for the students when necessary. For example, after finding out that students want to master writing business letters in English, the teacher could ask them to find samples- of business letters in the style that they prefer. The teacher then uses the samples to work out general rules for writing a business letter and provides students with alternate samples for comparison. In the end, it is the students' choice that matters.
In fact, teachers should not spend too much time and energy preparing or conduct­ing activities that students can accomplish themselves. It is worth considering that "if teachers can share some responsibility with learners, then not only will learners benefit, but teachers will be less burdened". For example, in order to provide students with examples of conditional sentences, the teacher can ask students to bring in a favorite English song, story, or poem in which the grammatical structure is used. By inviting students to seek materials from different sources, the teacher constructs an environment where students complete tasks by themselves.