Motivations à apprendre et à enseigner le Français Langue Etrangère : étude de cas auprès d’enseignants et futurs enseignants
Abstract
This contribution is based on the study of non-native in-service and pre-service teachers of French
as foreign language (FFL) motivations, representations and attitudes toward French. Our research
is conducted during the academic year 2015/2016. Participants are students (Université Blaise
Pascal, Clermont-Ferrand, France) in the field of language teaching of Bachelors or Masters Degree
on one hand, and in-service FFL teachers enrolled in a Masters Degree on the other hand.
Twenty-one students and teachers completed a survey about attitudes and orientations in learning
and teaching. Qualitative and (mostly) quantitative data were collected. Results reveal that motivation
towards FFL learning and teaching is connected to a strong appreciation for French and
its cultural value, as well as to positive evaluations of prior FFL learning experiences and FFL
teachers. Factors that influence the participants for teaching FFL are also intrinsic career value,
social contribution, and perception of teaching abilities.