Abstract

This paper is part of an international project that works on (young) adults’ reflections on their own language learning and use, presented under the form of language autobiographies. The project aims at depicting manners of eliciting language autobiographies and of analysing them with the ultimate purpose of  developing different methods and tools for both teaching and learning languages. The paper intends to offer an example of analysis of a language autobiography, concentrating on the subject’s representations of language learning events seen from the perspective of the self-determination theory (Deci and Ryan, 1985: 45).