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Entre autoformation et autonomie. Le Centre de Ressources en Langues au service de l’apprentissage innovant

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Wiater A.

Academic Journal of Modern Philology

2020

vol. 9

221-231

The article proposes to study the concept of autonomous learning and, more specifically, self-directed learning. The author bases his analysis on the ethnographic research concerning the functioning of the Language Resource Center (LRC), parts of the University of Lille in France. This multimedia space created for different languages learners offers them many opportunities to develop their language skills: computer laboratories, workrooms, many support documents available on site (CD-ROMs, DVDs, original and live TV channels, dictionaries, magazines, journals, reference works). Others, classified according to levels, objectives and skills, can be found on a digital platform and remain available online at any time through a search engine. The LRC gives also the possibilities to meet the language tutors (face-to-face or at a distance) and to participate in different activities offered by them. These various modalities of learning a foreign language are targeted at supporting autonomy, independent learning adapted to the needs, interests and the pace of each learner. The interviews conducted with tutors working in the center allow us to notice numerous positive aspects of LRC activities, but also to detect a few problems resulting largely from the lack of a coherent strategy of action within language studies.

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1 Academic Journal of Modern Philology

1 Wiater A.

1 2020

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Entre autoformation et autonomie. Le Centre de Ressources en Langues au service de l’apprentissage innovant