In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.

Persons with Swedish as their first language often find it hard to learn subject-verb agreement when studying English. In Swedish this grammatical difficulty does not exist and it is therefore hard to introduce to learners that have Swedish as their native language.This investigation is based on the texts of 28 ninth graders of whom four were interviewed. My interest was in finding out how the students reflect on their own written work with a focus on subject-verb agreement with a particular focus on the third person singular s.My study shows that the four interviewed students claim that they never reflect on grammar in their spontaneous writing and that they never consciously try to apply rules that they have studied in school through being offered grammatical explanations. Instead they make their grammatical choices intuitively, using their procedural knowledge.