Abstract
The teaching/learning of French at the qualifying secondary level is essentially based on the study of the complete literary work for all sections. It is true that the literary text remains an important document for learning the language, but it is worth mentioning that students/ learners tend to have a lack of motivation during reading sessions. This leads us to wonder about the causes of this emotional disengagement towards reading. In this perspective, we are questioning what relationship could be between the use of the literary medium in class and the decline in motivation to learn French ? Why are learners not interested in studying the works on the syllabus ? What is responsible: the choice of the corpus chosen or the methods used? We conducted a survey based mainly on a questionnaire administered to students in the qualifying secondary school and on observations of teaching practices in class. In order to analyze our results we chose Viau's motivational model as a paradigm of reference, which has done a lot of work on learning motivation.
Recommended Citation
ETALIBI, Zohra; HANTAT, Oumaïma; and RAFIQ, Malika
(2024)
"TEACHING AND RECEPTION OF THE COMPLETE LITERARY WORK IN MOROCCAN HIGH SCHOOLS: WHAT MOTIVATION FOR LEARNING FRENCH?,"
Faits de Langue et Société (FLS): Vol. 10:
Iss.
1, Article 6.
Available at:
https://scholarhub.univh2c.ma/fls/vol10/iss1/6