Facteurs de développement de l’autonomie langagière en FLE / FLS

Abstract

To begin, the authors distinguish among the concepts general autonomy, language autonomy and learning autonomy, and indicate that the current definitions of autonomy apply particularly to adult learners and cannot really be applied to young learners of a foreign or second language (FSL). Secondly, they question the current view of the relationship between learning and autonomy proposing that the development of language autonomy assists in the development of learning autonomy and leads to the development of a more general autonomy. Then, they give an overview of a new approach to the teaching of FSL which they have developed and implemented in Canada, intensive French. Next, the authors describe three major factors of this approach which lead to the development of language autonomy: a curriculum centered on the interests of the students, teaching strategies based on interaction and authentic communication and a minimum number of intensive hours of instruction. Finally, they look at the role and the place of technology in the development of language autonomy, questioning certain assumptions which underlie the use of technology in teaching language communication.

Keywords

• ICT
• autonomy
• FFL