Le développement de l’autonomie dans l’apprentissage des langues et cultures étrangères : Le cas de l'Université de Strasbourg

Abstract

In this article we will examine the issue of developing learner autonomy in the field of foreign languages, specifically at the postsecondary level. The concepts of self-directed learning and self-assessment will be discussed.  We will then look at technical and pedagogical systems that foster the development of language learner autonomy, with special attention to the positions and roles of educators. Examples will be presented from the University of Strasbourg’s Language Ressource Centers over the last 20 years. Lastly, we will question the prospects of the evolution of language teaching and learning in the current social and political environment in Europe.