上世纪70年代中期，西方外语界提出自主学习的理论，对不同的“自主”概念有精确细致的研究。而国内所指称的“自主学习”却是一种统称，在本质上并不等同于源自西方的autonomous learning，却更接近于self － instructed learning（自我指导式学习）。之所以出现这种似是而非的解读，主要是因为在西方理论本土化的过程中，对原著的理解有偏差和对国内的环境认识不足，进而导致实践中师生对“自主”没有信心，也体会不到“自主”的优越性。本文以self － instructed learning为比照，对“自主”理论本土化存在的问题进行溯源与反思 。

he concept of Autonomy was first developed in Western countries in the 1970s with regards to foreign language teaching． Scholars have practically brought forth different terms for different concepts． In China ，though ，Autonomous Learning and Learner Autonomy have been taken to cover almost all the subjects relevant to Autonomy． This interpretation is basically not the original implication of Autonomous Learning． The ambiguity might be traced to deviated understanding and a deficient per- spective of the supporting learning environment in China． Consequently ，the ambiguity distracted the practical application and af- fected the implementation of reforms． Teachers and students have lost confidence in Autonomy ，whilst they have not benefited from the experience． This paper explores the localization of the concept of Autonomy ，in comparison with Self-instructed Learn- ing ，in China．