Trop de choix pour peu de temps : soutenir l’autonomie des apprenant·es universitaires de FLE par le travail efficace avec les sources

Abstract

This article addresses the autonomy of students learning French as a foreign language (FLE) at the university level, particularly in light of the increasing complexity of their learning process. It can be observed that students often arrive with insufficient French proficiency, hindering their ability to engage with academic documents and conduct independent research. Through a case study conducted at the Institute of Romance Studies at Charles University, the article analyses students’ practices when using media sources in their assignments. Autonomy is defined as the ability to take ownership of one’s learning, fostered by intrinsic motivation. Drawing on self-determination theories and pedagogical approaches like those of Marie Montessori, the article proposes a methodology aimed at developing students’ skills in researching and critically evaluating sources. The article outlines a multi-step methodology for integrating source work into FLE learning. First, it is essential to model the process of source research and evaluation in the classroom, using examples of both reliable and less reliable sources. Next, students should be guided in structuring their oral and written efforts, providing clear frameworks to facilitate their work. Progression should be gradual, starting with simpler sources before introducing more complex tasks that require confronting different perspectives. Ultimately, the article concludes by stressing the need for a structured learning approach that promotes autonomy, where skills for verification and analysis of sources become second nature, enabling students to engage critically and independently in their academic journey