L’autonomie comme facteur déterminant dans la réussite d’un enseignement Lansad en sciences historiques

Abstract : With an increasing demand to professionalize students in the learning of English, the study presented sought to analyse the effects of self-directed project work as a pedagogical solution to English for History students. Within an action research framework, an autonomous learning project was implemented and evaluated as a means of focusing on English for Specific Purposes (ESP) at the Faculty of Historic Sciences at the University of Strasbourg. The results, while based exclusively on student and teacher representations, bring to light significant changes in language acquisition, especially in terms of communicative output, specialised content (ESP) related to students' area of study, language autonomy and learning autonomy.
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Denyze Toffoli, Lauren Speranza. L’autonomie comme facteur déterminant dans la réussite d’un enseignement Lansad en sciences historiques. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT, Association des professeurs de langues des Instituts universitaires de technologie (APLIUT), 2016, Du secteur Lansad et des langues de spécialité, 35 (1), ⟨10.4000/apliut.5505⟩. ⟨hal-01512310⟩

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