Motivation pour apprendre une langue étrangère

203 Pages·2017·6.08 MB·French

Motivation pour apprendre une langue étrangère – une question de visualisation? : Les
effets de trois activités en cours de français sur la motivation d’élèves suédois
Rocher-Hahlin, Céline
2014
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Citation for published version (APA):
Rocher-Hahlin, C. (2014). Motivation pour apprendre une langue étrangère – une question de visualisation? :
Les effets de trois activités en cours de français sur la motivation d’élèves suédois. [, Centre for Languages and
Literature].
Total number of authors:
1
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LUND UNIVERSITY
PO Box 117
221 00 Lund
[phone]
Download date: 11. Feb. 2023
(Spikblad)
Motivation pour apprendre une
langue étrangère – une question de
visualisation?
Les effets de trois activités en cours de français sur la
motivation d’élèves suédois

Céline Rocher Hahlin

THÈSE POUR LE LICENTIAT
présentée à la Faculté des Lettres de l’Université de Lund
et publiquement soutenue le 13 décembre 2014 à 10h15
LUX, salle C121, Helgonavägen 3, Lund

i
LUND UNIVERSITY Document name
Centre for Language and Literature
FILOSOFIE LICENTIAT DISSERTATION
Box 201
SE-221 00 Lunds
Sweden Date of issue December 2014
Sponsoring organization
Title and subtitle : Motivation pour apprendre une langue étrangère – une question de visualisation ?
Les effets de trois activités en cours de français sur la motivation d’élèves suédois.
Abstract
Despite the vast research on motivation and foreign language acquisition during the last decades, little is
known about the motivational effects of concrete pedagogical activities in the classroom. The work of,
among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning
outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user
one wants to become) that is regularly maintained and activated will feel more motivated when learning
a foreign language than learners with a less vivid view of themselves as future foreign language users.
This semi-longitudinal intervention study investigates the effects of three specific classroom activities on
the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted
in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14).
The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to
interact in an online French-speaking forum and c) to complete a webquest. In order to find out the
pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a
closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments
were triangulated to establish a baseline level for each pupil in the three classes. After completion of each
classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview
were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort.
The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce
positive images of the pupils’ view of themselves as future users of French and, on the other hand, when
an on-line activity makes the students experience the target cultural context almost as in real life. The
results also revealed the importance of including such activities as early as possible in the curriculum.
For some of the learners, it was already too late in 9th grade. The findings also include a strong
correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another
convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign
language classrooms.
Key words : French, Motivation, Dörnyei, Ideal Language Self, Ideal L3 Self, Intended effort, language
acquisition, L3, language learning, foreign language, classroom activities
Classification system and/or index terms (if any)
Supplementary bibliographical information Language French

ISSN and key title : 0347-0822 Études Romanes de Lund ISBN :
978-91-7623-167-8
Recipient’s notes Number of pages 172 Price
Security classification
Signature Date
ii
ÉTUDES ROMANES DE LUND 98

Céline Rocher Hahlin

Motivation pour apprendre
une langue étrangère –
une question de visualisation ?

LES EFFETS DE TROIS ACTIVITÉS EN COURS DE FRANÇAIS
SUR LA MOTIVATION D’ÉLÈVES SUÉDOIS

Thèse de filosofie licentiat / Licentiatavhandling

Centre for Languages and Literature
French Studies
i
ROCHER HAHLIN, Céline, Motivation pour apprendre une langue étrangère – une
question de visualisation? Les effets de trois activités en cours de français sur la motivation
d’élèves suédois. Études romanes de Lund 98, Lund 2014. 172 pages. Written in French.
Monograph

Despite the vast research on motivation and foreign language acquisition during the last decades,
little is known about the motivational effects of concrete pedagogical activities in the classroom.
The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on
language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the
vision of the language user one wants to become) that is regularly maintained and activated will
feel more motivated when learning a foreign language than learners with a less vivid view of
themselves as future foreign language users.
This semi-longitudinal intervention study investigates the effects of three specific classroom
activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The
study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also
includes a control class (n=14). The three activities in the experiment classes were a) to compose
an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to
complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort
before intervention began, an introductory text, a closed-ended questionnaire and a semi-
structured interview was used. Data from these three instruments were triangulated to establish a
baseline level for each pupil in the three classes. After completion of each classroom activity the
same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap
the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort.
The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities
reinforce positive images of the pupils’ view of themselves as future users of French and, on the
other hand, when an on-line activity makes the students experience the target cultural context
almost as in real life. The results also revealed the importance of including such activities as early
as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The
findings also include a strong correlation between the learners’ Ideal French Self and their Intended
Effort in French, which is another convincing argument as to why teachers should include Ideal
Self-stimulating activities in their foreign language classrooms.
ÉTUDES ROMANES DE LUND
Språk- och litteraturcentrum
Lunds universitet
Box 201
SE-221 00 Lund, Suède
Secrétaire de rédaction: Carla Cariboni Killander
[email protected]

© Céline Rocher Hahlin 2014

ISSN 0347-0822
ISBN 978-91-7623-167-8 (Tryck)
ISBN 978-91-7623-168-5 (Pdf)
Imprimé en Suède par Media-Tryck, Lund.
ii
À Thomas, Éléa et Hugo

iii

Table des matières
TABLE
 DES
 MATIÈRES
  I

REMERCIEMENTS
  V

1.
  INTRODUCTION
  1

1.1
 BUT
 DE
 LA
 THÈSE:
  3

1.2
 PLAN
 DE
 LA
 THÈSE
  4

LA
 SUÈDE:
 CADRE
 CULTUREL
 ET
 PÉDAGOGIQUE
 DE
 L’ÉTUDE
  6

2.1
 UN
 PAYS
 EUROPÉEN
 OÙ
 LES
 LANGUES
 N’ONT
 PAS
 LA
 MÊME
 VALEUR
  6

2.2
 APPRENDRE
 ET
 ENSEIGNER
 UNE
 LANGUE
 VIVANTE
 EN
 SUÈDE
  7

2.2.1
 LE
 SYSTÈME
 ÉDUCATIF
 SUÉDOIS
  7

2.2.2
 L’ÉVOLUTION
 DE
 LA
 SITUATION
 DES
 LANGUES
 VIVANTES
 EN
 SUÈDE
  8

2.2.3
 BILAN
 :
 DES
 LANGUES
 ÉTRANGÈRES
 AUX
 STATUTS
 DIFFÉRENTS
  15

3
 CADRE
 THÉORIQUE
  18

3.1
 LA
 MOTIVATION:
 UN
 CONCEPT
 ET
 DE
 NOMBREUSES
 PERSPECTIVES
  18

3.2
 LA
 MOTIVATION:
 UN
 CONCEPT
 QUI
 COLLE
 À
 SON
 ÉPOQUE
  20

3.2.1
 GARDNER
 ET
 LAMBERT:
 LA
 MOTIVATION,
 LE
 DÉSIR
 D’INTÉGRATION
 ET
 LA
 L2

  21

3.2.2
 MARKUS
 &
 NURIUS
 ET
 HIGGINS
 :
 LA
 MOTIVATION,
 LES
 DÉCOUVERTES
 EN

PSYCHOLOGIE
 ET
 LA
 L2
  23

3.2.3
 LE
 RÔLE
 DE
 LA
 VISUALISATION
 DANS
 LE
 PROCESSUS
 MOTIVATIONNEL
  25

3.2.4
 DÖRNYEI
 :
 LE
 SYSTÈME
 MOTIVATIONNEL
 DES
 SOIS
 (L2
 MOTIVATIONAL
 SELF

SYSTEM)
  28

3.2.5
 LA
 MOTIVATION
 ET
 LA
 DIDACTIQUE
 DES
 LANGUES
  31

3.3
 BILAN
 :
 LE
 SOCLE
 DE
 L’ÉTUDE
  39

3.4
 LE
 BUT
 DE
 L’ÉTUDE
 ET
 LES
 QUESTIONS
 DE
 RECHERCHE
  40

4
 CADRE
 MÉTHODOLOGIQUE
  41

4.1
 LES
 PARTICIPANTS
  42

4.1.1
 LES
 ÉLÈVES
  42

4.1.2
 LES
 PROFESSEURS
  44

i
4.2
 LES
 ACTIVITÉS
 PÉDAGOGIQUES
  46

4.2.1
 ACTIVITÉ
 1:
 MON
 JOB
 DE
 RÊVE
 DANS
 UN
 PAYS
 FRANCOPHONE!
 (TEXTE

STIMULATEUR
 DE
 SOI
 IDÉAL
 LIÉ
 AU
 FRANÇAIS)
  46

4.2.2
 ACTIVITÉ
 2
 :
 PARLONS
 DE
 FILMS
 ET
 DE
 SÉRIES!
 (FORUM
 FRANCOPHONE
 EN

LIGNE
 INTERACTIF)
  48

4.2.3
 ACTIVITÉ
 3
 :
 EN
 ROUTE
 POUR
 LA
 DÉCOUVERTE
 DE
 CULTURES

FRANCOPHONES!
 (DIFFÉRENTES
 CYBERENQUÊTES
 (WEBQUEST))
  52

4.3
 LES
 INSTRUMENTS
 DE
 MESURE
  56

4.3.1
 LE
 QUESTIONNAIRE
 À
 QUESTIONS
 FERMÉES
  56

4.3.2
 LE
 QUESTIONNAIRE
 NUMÉRIQUE
 À
 QUESTIONS
 OUVERTES
  59

4.3.3
 LES
 ENTRETIENS
 EN
 GROUPES
  61

4.3.4
 VALIDITÉ
 ET
 FIABILITÉ
 MÉTHODOLOGIQUE
  63

4.4
 UNE
 ÉTUDE
 LONGITUDINALE
 MIXTE
  65

5
 ANALYSES
 ET
 RÉSULTATS
  67

5.1
 LE
 TRAVAIL
 D’ANALYSE
  67

5.1.1
 MESURE
 DU
 NIVEAU
 DE
 RÉFÉRENCE
 ET
 ÉLABORATION
 DES
 GROUPES

FOCALISÉS
  67

5.1.2
 ANALYSE
 DES
 DONNÉES
 APRÈS
 CHAQUE
 INTERVENTION
  76

5.2
 LES
 RÉSULTATS
  87

5.2.1
 LES
 EFFETS
 PRODUITS
 PAR
 TROIS
 ACTIVITÉS
 PÉDAGOGIQUES
 SUR
 LEUR
 SOI

IDÉAL
 LIÉ
 AU
 FRANÇAIS
 D’ÉLÈVES
 SUÉDOIS
  88

5.2.2
 L’EFFET
 OBTENU
 SUR
 LE
 SOI
 IDÉAL
 LIÉ
 AU
 FRANÇAIS
 EST-­‐IL
 LE
 MÊME
 POUR
 LES

APPRENANTS
 AYANT
 À
 LA
 BASE
 UN
 NIVEAU
 DE
 SOI
 IDÉAL
 LIÉ
 AU
 FRANÇAIS

DIFFÉRENT
 ?
  106

5.2.3
 L’EFFET
 OBTENU
 SUR
 LE
 SOI
 IDÉAL
 LIÉ
 AU
 FRANÇAIS
 CORRÈLE
 T-­‐IL

AUTOMATIQUEMENT
 AVEC
 LE
 NIVEAU
 DE
 VOLONTÉ
 DES
 ÉLÈVES
 D’INVESTIR
 DES

EFFORTS
 SUPPLÉMENTAIRES
 AFIN
 D’AMÉLIORER
 LEURS
 COMPÉTENCES
 EN

FRANÇAIS
 ?
  114

5.2.4
 L’EFFET
 OBTENU
 SUR
 LE
 SOI
 IDÉAL
 AU
 NIVEAU
 INDIVIDUEL
 :
 QUELQUES

PORTRAITS
  119

5.3
 BILAN
 DU
 CHAPITRE
 5
  137

6
 CONCLUSION
 ET
 PERSPECTIVES
  139

6.1
 CONCLUSION
  140

6.1.1
 POINT
 DE
 DÉPART
 ET
 BUT
 DE
 LA
 THÈSE
  140

6.1.2
 RÉSULTATS
 PRINCIPAUX
  142

6.1.3
 DISCUSSION
  148

ii
6.2
 PERSPECTIVES
  150

6.2.1
 IMPLICATIONS
 PÉDAGOGIQUES
  150

6.2.2
 IMPLICATIONS
 SCIENTIFIQUES
  151

6.2.3
 LIMITES
 DE
 L’ÉTUDE
  152

6.4
 REMARQUES
 FINALES
  155

SVENSK
 SAMMANFATTNING
  156

RÉFÉRENCES
 BIBLIOGRAPHIQUES
  160

ANNEXES
  173

ANNEXE
 A
 -­‐
 TEXTE
 INTRODUCTEUR
  173

ANNEXE
 B
 -­‐
 QUESTIONS
 POSÉES
 LORS
 DU
 PREMIER
 ENTRETIEN
  174

ANNEXE
 C
 -­‐
 LA
 VERSION
 FINALE
 DU
 QUESTIONNAIRE
 À
 QUESTIONS
 FERMÉES
 175

ANNEXE
 D
 -­‐
 LE
 QUESTIONNAIRE
 À
 QUESTIONS
 OUVERTES
 (FORUM)
  181

ANNEXE
 E
 -­‐
 QUESTIONS
 POSÉES
 LORS
 DE
 L’ENTRETIEN
 (FORUM)
  183

ANNEXE
 F
 -­‐
 LE
 QUESTIONNAIRE
 À
 QUESTIONS
 OUVERTES
 (CYBERENQUÈTES)
 184

ANNEXE
 G
 -­‐
 QUESTIONS
 POSÉES
 LORS
 DE
 L’ENTRETIEN
 (CYBERENQUÈTES)
  185

iii