Resumo Este artigo visa a mostrar como conselheiros linguageiros podem fomentar a autonomia e a motivação de graduandos com entraves na aprendizagem de uma língua estrangeira (LE), ajudando-os a superá-los. Tal trabalho repousa sobre os arcabouços teóricos da autonomia, da motivação, das estratégias de aprendizagem e do aconselhamento linguageiro. Os dados foram coletados por meio de narrativas e cadernos de notas dos conselheiros com registros das sessões de aconselhamento. Foi constatado que o conselheiro pode exercer um papel significativo no desempenho de estudantes com dificuldades na LE. Palavras-chave: Aconselhamento linguageiro. Autonomia. Motivação. Francês língua estrangeira.   Abstract This text aims at showing how language advisers can help build autonomy and motivation of foreign language students with difficulties in learning, helping them overcome them. The research is based on theoretical issues, as autonomy, motivation, learning strategies, and language advising. Data were collected from three French students´ narratives and their adviser’s notes on advising sessions. Results show that the adviser can have a significant role in the performance of students with difficulties in learning a foreign language. Keywords: Language advising. Autonomy. Motivation. French as a foreign language.

Based on the data of GEALC (Research Group Teaching and Learning of Languages and Cultures), we are interested in teaching oral comprehension (OC) in foreign language (FL) or second language (L2) in heterogeneous classes under the linguistic and cultural perspective. OC is indeed one of the most neglected general competences in teachers’ training, the most difficult to be acquired and the most present in people’s life. Based on the Lhote’s “landscape” model of OC (1995, 2001), Conseil of Europe’s action-oriented approach (2001) and ethnographic methodology, we describe and analyze the oral records and OC activities taken place in PFL (Portuguese as a foreign language) classes of UFPA. We noticed the material mainly consists of records of activities proposed and adopted by the course’s pedagogical kit (music, audiovisual resources produced by proficiency exam). The OC activities (“identical to the real” life and“pedagogically communicative”) are clearly driven by action-oriented approach, but Lhote’s model is still not or rarely applied in the preparation of activities, which could result in a more attentive listening capacity.