Psycho-affective dimension and autonomization in two blended learning courses – Case Studies at Masters level ; Dimension et autonomisation psycho-affectives dans deux dispositifs hybrides - Études de cas en Master 12

International audience ; Currently lecturers have to rethink their English teaching approach due to university requirements as well as to changing students' profiles, needs and goals in the Lansad-sciences sector (language for specialists of other disciplines). In this paper we present two blended learning courses that we have designed for second-year master's students. We assume that focusing on the psycho-affective dimension is likely to help students change their views on language learning. Our module aims at providing better language efficacy and autonomy in their last year of university studies.The place held by autonomy in technical, methodological, social and language aspects is widely recognized in blended learning courses. By contrast psycho-affective, cognitive and metacognitive autonomy has not been investigated in all fields (Nissen, 2007). Based on the literature and our own experience, we have targeted the psycho-affective perspective, its role in the language learning process and in affective autonomy acquisition. In this paper, we will show how our blended learning courses contribute to developing affective autonomization in students. We will also stress the means that are likely to help them reach the goal. Finally we will see how the teacher's posture has been modified. ; Actuellement, dans les formations universitaires Lansad-sciences (langues pour spécialistes d'autres disciplines), les enseignants-chercheurs doivent repenser l'enseignement de l'anglais en raison des contraintes institutionnelles. Dans cet article, nous décrivons l'expérience que nous avons menée auprès d'étudiants en 2 ème année de master (M2) à travers deux dispositifs hybrides. Nous émettons l'hypothèse qu'un module d'anglais dans lequel la dimension psycho-affective est au centre de la mise en place d'un dispositif est susceptible, d'une part, de provoquer un changement d'attitude des apprenants face à leur apprentissage et, d'autre part, d'améliorer leurs compétences langagières et leur autonomie. Certaines formations ...