In general, when we analyze motivation in FFL didactics, we most often consider the learner’s learning motivation. However, another subject in FFL lessons should not be overlooked – who is the teacher. All of these words are assigned to the teacher as “trainer”, “builder”, “transmitter”, etc. we can note that all of these words are attributed to a sense of passion and commitment. Thus, to motivate learners, the teacher must first be well motivated.
The reality is that on the one hand, there aren’t many studies on teacher motivation, as Barbe states (1992), “Concrete studies on learner motivation are […] already. rare. […] But, as regards the motivation of the teacher, nothing has been undertaken to our knowledge. (1992: 57).
On the other hand, the motivation of the so-called foreign language teacher is out of the discussion, because normally, we think that the teacher is in fact a profession, a profession, therefore, he relates to “a kind of duty. eacher’s moral and a fact of nature, the product of a “vocation”, in any case a constant and strong datum. »(Barbe, 1992: 57). Except that the teaching profession is in a particular discipline “insofar as one maintains there a constitutive relation to a community other of human beings. »(Barbe, 1992: 57). That is, the foreign language teacher plays a role that establishes a relationship between human communities with cultural, geographic, even physical differences. So
“We implicitly expect from the ELE, a strong intellectual and emotional commitment for a human community existing elsewhere, something like a profession of faith and permanent allegiance which is nowhere defined with precision and yet would be the basis of “Behavioral competence” required of new generations of teachers. “(Barbe, 1992: 57
Barbe (1992) analyzes the factors influencing the motivation of the teacher, through a regional survey on the motivation of German teachers in primary, secondary and higher education in the Pays de la Loire region. This survey works not only on teachers included in the school system, but also teachers outside the school system and native speakers. The results identified by the author are summarized by the following five aspects:
1. material framework: local, time slot, number of hours, number of students.
2. individual psychological conditions: individual cognitive style, communicative profile, seniority in teaching the discipline and concomitant “wear and tear”, libidinal investment (“glossophilia”), in short everything concerning the “linguistic ego”, (wording borrowed from to AZ Guiora, but that we mean in areas other than phonetics).
3. group psychological conditions: origin, motivation, behavior of learners.
4. a first sociolinguistic datum: nature of the tension existing between the target language / culture; degree of acceptance of this other language-culture in the starting society; status of this language at a given time (international political situation) and in a given place …
5. a second sociolinguistic datum: the status of languages in a given environment: national, social, regional degree of ethnocentrism (parent of pupils, media, political leaders). “(Barbe, 1992: 59)
All of these “fluctuations in motivation, in the form of variables” (Barbe, 1992: 59) represent the visible or invisible subjects that potentially manifest in foreign language lessons. And on the basis of this result, I will therefore offer some advice so that the FFL teacher can consciously adjust his own motivation in teaching.
- The teacher must be motivated, that is to say he must have self-confidence, so that the learner is interested in the knowledge taught and the activities offered in the FLE courses, the teacher must first loves everything he teaches. In addition, the teacher must have precise and accurate knowledge of his profession, he designates that teaching should not be considered as a duty obeyed, but as a vocation in which he is committed. These attitudes directly influence the teaching style and the profile of the teacher in relation to the learners.
2. The teacher must take into account the relationship with the learners, in order to create a good atmosphere where teaching activities take place freely and easily, trust must be established between the teacher and the learners.
3. the third proposition is on the material used by the teacher in his course, which indicates a freedom of choice of supports, activities, and methods in the course program. According to Barbe (1992):
“Depending on the international situation, the general attitude of the class, the phase of motivation in which it finds itself, the ELE must be able to choose between informative, affirmative or critical texts, between types of implicant texts. (theater, poem, autobiographical novel) and distancing. “(1992: 63)
In fact, the materials used directly influence whether the activities and methods offered are creative and fun, and “the idea of a controlled personalization of teaching must be able to apply not only to the learner, but also to the student. ‘teacher. »(Barbe, 1992, 63). And the problematic of my thesis research is that French literature is favorable to the construction of motivation in FLE courses. In this case, motivation also includes the motivation of the teacher, since we believe that literature gives teaching a great deal of freedom of choice and it is a medium that includes a lot of linguistic, cultural and psychological possibilities and x . The literature considers:
“[…] Not only as referents, documents, but playful triggers, to the point of becoming the elements of a frank ‘exteriority’, not attached to a given space: so many forms of interaction which should be able to enrich the teaching of foreign languages