Learners’ Self-Observation and Self-Consciousness in Non-Formal and Informal Learning Contexts

In this paper, we focus on non-formal and informal learning, and formulate criteria for the (self-)evaluation of the competences acquired by learners during this type of learning. Starting with a hypothesis concerning the means used by learners to learn or improve knowledge already acquired, we compare the answers given to a question submitted to two groups of students, namely, learners of French as a foreign language in Poland, and French-speaking future teachers of FFL. We present the results of this survey in order to define a set of non-formal and informal activities, listed by the participants, in order to propose a grid, i.e. a (self-)evaluation device aimed at assessing the (self-)consciousness of the impact of non-formal and informal learning.