LE PARADIGME DE L’AUTONOMISATION DE L’APPRENTISSAGE DU FLE. UNE PERSPECTIVE DIACHRONIQUE
A DIACHRONIC PERSPECTIVE ON FOSTERING LEARNER AUTONOMY IN TEACHING FFL

Summary/Abstract: The purpose of the present study is to investigate the issue of subjectivity from the point of view of the teaching and learning strategies, by using the paradigm of students’autonomy in learning FFL. In this respect, we want to examine the concrete means in which learner autonomy is carried on into practice, taking as a reference some FFL handbooks printed in Romania. In order to observe closely its progression in the considered textbooks, we will focus on a diachronic perspective. Hence, the shifts in the way handbook authors take into account learner autonomy allow us to distinguish between three distinct periods. Given that these shifts are closely related to different teaching approaches the three mentioned periods uncover at least three variations in student autonomy levels. We also aim to base our analysis on the classroom activities and on the learning materials variable.

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