Analyse de la motivation dans l’apprentissage du français chez les Étudiants en première année du département de français de l’université de langues et d’études internationales, université nationale du vietnam À hanoï
CADRE THÉORIQUE
Motivation
Theories on motivation are plentiful, with the term "motivation" derived from the Latin word "movere," meaning to move or be in motion This complex field of study captivates many specialists and has been the focus of extensive research in both psychology and education for decades.
The National Center for Textual and Lexical Resources (CNRTL) offers various definitions of the term "motivation." In philosophy, motivation refers to the act of providing reasons that serve as motives prior to an action and justify that action afterward In psychology, it is defined as the dynamic factors that guide an individual's actions toward a specific goal, influencing their behavior and potentially altering their current behavioral patterns In educational psychology, motivation encompasses the dynamic factors that inspire a student or group of students to desire to learn.
Vallerand and Thrill (1993) define motivation as a hypothetical construct that describes the internal and/or external forces that trigger, direct, intensify, and sustain behavior.
According to Williams and Burden (1997: 120), motivation is a cognitive and emotional state that leads to a conscious decision to act, resulting in a period of intellectual and/or physical effort aimed at achieving a predetermined goal.
Levy-Leboyer (1984) defines motivation as the force that initiates activity, directs it towards specific goals, and sustains it until those goals are achieved.
Motivation plays a crucial role in learning a foreign language, particularly French Most researchers in psychology and education agree that motivation is key to initiating, sustaining, and maintaining the efforts of learners to engage in tasks effectively.
Motivation en contexte scolaire
Motivation is a dynamic phenomenon that evolves over time and is essential for accomplishing tasks According to Rolland Viau (1994: 7), in an educational context, motivation is defined as a dynamic state rooted in a student's perceptions of themselves and their environment This state encourages students to select activities, engage in them, and persist in their efforts to achieve their goals.
Figure 1 : Facteurs qui influent sur la dynamique motivationnelle de l’élève
Viau illustrates the motivational dynamics, highlighting that motivation is influenced by various factors categorized into four groups: classroom-related factors, student life factors, school-related factors, and societal factors.
Motivation dans l’apprentissage des langues étrangères
Motivation and learning are closely interconnected, as learning cannot occur without a certain level of mobilization, involvement, and commitment (Bourgeois, 2011: 230) Motivation is essential for learning and plays a significant role in determining success or failure in any learning situation (Dörnyei, 2001: 2).
Motivation is recognized as a key factor in language learning success (Dörnyei, 2001, 2003) McDonough (1983) supports this view, emphasizing that student motivation significantly influences their success or failure in language acquisition The success of learning a foreign language involves multiple factors, with motivation playing a central role in the language acquisition process (cited by Axell, 2007; Spolsky, 1989).
In 1985, Gardner introduced three sub-measures—intensity, desire to learn, and attitude towards learning—to explain the motivation factor He suggested that when these three criteria work together, learners can effectively utilize motivation as a tool for acquiring a second language.
Motivation instrumentale et motivation intégrative
Gardner and Lambert (1972) were pioneers in language learning motivation research, introducing a socio-educational model that distinguishes between two types of motivation: integrative motivation and instrumental motivation These concepts are also referred to as intrinsic and extrinsic motivation by other researchers, such as Deci and Ryan (1985) The terms integrative and instrumental motivation, as defined by Gardner and Brown, are frequently utilized in the field of foreign language learning motivation research This study will employ these terms to assess motivation in learning French among first-year students in the French Department at ULIS-VNU.
Gardner and Lambert defined integrative motivation as the desire to learn languages for personal growth and cultural enrichment This means that learners are motivated to acquire a language to successfully integrate into the society of the target language.
Crookes and Schmidt (1991) echoed the views of Gardner and Lambert, stating that integrative motivation is characterized by positive attitudes towards the target language group and a desire to integrate or at least engage with its members (p 472) Learners with integrative motivation seek to learn a foreign language to connect with speakers of that language and show an interest in the associated culture.
Selon Tileston (2010), la motivation intégrative vient de l’intérieur et que les apprenants font une activité pour le simple plaisir qu’apporte cela apporte
Unlike integrative motivation, instrumental motivation refers to the idea that individuals learn a language to gain social recognition, employment, or economic benefits (Gardner and Lambert, 1972) This type of motivation is characterized by the desire to achieve practical or tangible outcomes through language study, as learners are instrumentally motivated when they wish to learn a language to pass an exam, use it during a visit to a foreign country, or secure a well-paying job (cited by Mohammed Hamid Al-Ta’ani, Wilkins, 1972, p.184) It also pertains to the respect gained from one's peers as a result of mastering the target language.
Ellis (1997) souligne également que la motivation instrumentale est une condition dans laquelle les apprenants sont motivés à apprendre la deuxième langue parce qu'elle ouvre des perspectives éducatives et économiques
En somme, la motivation instrumentale provient de réels besoins (académiques ou encore professionnels) de l’apprenant, ce qui le pousse à réussir son apprentissage
Integrative and instrumental motivations play crucial roles in foreign language acquisition and are not mutually exclusive According to Brown (2000), learners typically do not select a single type of motivation when learning a language; instead, they often utilize a combination of both.
The terms proposed by Gardner and Lambert enable us to describe and analyze, from a socio-educational perspective, the motivation of first-year students in the Department of French.
Revue de la littérature
Plusieurs recherches ont démontré que la motivation joue un rôle central dans l’apprentissage d’une langue étrangère
5.1 Karolina Axell (2007), L'importance de la motivation pour apprendre une langue ộtrangốre (la langue franỗaise dans un contexte scolaire)
In 2007, Karolina Axell conducted a study titled "The Importance of Motivation for Learning a Foreign Language" (specifically French in a school context) The study aimed to explore different types of learning motivation and identify the most significant one The research utilized a qualitative case study method, involving a questionnaire distributed to 28 students in French as a Foreign Language (FLE) classes and interviews with two teachers at a Swedish high school.
Research has identified two primary types of motivation: instrumental motivation and integrated motivation Findings indicate that instrumental motivation is more prevalent among students However, those with strong integrated motivation tend to achieve better academic outcomes.
La motivation intégrée s’avère la plus importante à long terme
To enhance student interest in learning, foreign language teaching should focus on communication objectives Students are more motivated to learn when they are actively involved in the classroom organization and lesson development.
5.2 Klara Arvidsson et Fanny Forsberg Lundell (2019), Motivation pour apprendre le franỗais chez les ộtudiants universitaires suộdois – une ộtude de méthodes mixtes
Klara Arvidsson and Fanny Forsberg Lundell from Stockholm University conducted a mixed-methods study in 2019 titled "Motivation to Learn French Among Swedish University Students." The research aims to explore the motivation of Swedish students to learn French, particularly in a context where the status of modern languages other than English is relatively low This study is part of a larger research project utilizing a mixed methodology and involved 28 participants.
A questionnaire consisting of 21 statements based on the Language Learning Orientations Scale—Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales (Noels et al., 2000)—was utilized to assess student motivation, with participants indicating their level of agreement or disagreement on a 7-point Likert scale Additionally, 7 open-ended questions were included to explore students' future goals and intentions.
Quantitative data from the questionnaire, analyzed using SPSS version 25, indicate that student motivation is primarily intrinsic Qualitative responses from open-ended questions suggest that students choose to study French for professional reasons, a desire to maintain and enhance their language skills, or a passion for languages Most participants express a commitment to continue learning French with the intention of spending time in a French-speaking country.
Motivation in Learning English of English-Majored Freshmen at ULIS
The research titled "Motivation in Learning English of English-Majored Freshmen at ULIS," conducted by Nguyen, T M C., Dang, T P L., Dang, T T N., and Tran, M T in 2020, highlights the crucial role of motivation in second language acquisition, specifically English The study aimed to explore the motivations behind English learning among first-year students in the English pedagogy department at ULIS and to identify the predominant motivation among them.
Similar to Axelle's study (2007), this research also identified two types of motivation among students: integrative motivation and instrumental motivation A descriptive quantitative analysis method was employed, utilizing a questionnaire based on 20 items from Gardner's Attitude and Motivation Test Battery (AMTB) to collect data The results are statistically presented using percentages, frequencies, means, and standard deviations.
The study's findings revealed that students exhibit both types of motivation, with integrative motivation being the most prominent Additionally, the research suggested solutions to enhance the teaching and learning of English.
5.4 Tran Thi Thu Trang (2020), Khảo sát động lực học tiếng Đức của sinh viên khoa Ngôn ngữ và Văn hoá Đức, Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội
Le travail de Tran Thi Thu Trang (2020) sur ô La motivation dans l’apprentissage de l’allemand à ULIS ằ a aussi montrộ que la motivation est importante dans l’apprentissage de l’allemand
The author has identified the reasons for choosing to learn German, the factors that motivate and demotivate students, strategies to enhance learning, and suggestions for teachers to boost student motivation.
The author conducted a survey of 45 students from the German Department using a questionnaire based on Torsten Schlak's (2002) framework The study's results indicate that extrinsic motivation is predominant among students, driven by environmental factors such as work, clubs, and opportunities for studying abroad In contrast, intrinsic motivation stems from an interest in the German language and culture Additionally, exam-related stress can demotivate students.
These four research studies provide a comprehensive overview of the importance of motivation in foreign language learning They are grounded in solid theoretical frameworks established by reputable authors, which is particularly beneficial for our thesis given the limited access to online and printed resources in Vietnam For instance, finding a book by Viau in Vietnamese libraries is quite challenging Additionally, we have gained skills in data analysis and interpretation using SPSS, thanks to the works of Klara Arvidsson and Fanny Forsberg Lundell, who clearly outline the steps and techniques for handling numerical data Furthermore, Karolina Axell's study on the significance of motivation in learning a foreign language (specifically French in a school context) details the discourse analysis process, which is invaluable as qualitative methods present significant challenges for us We can effectively analyze open-ended responses by referencing Axell's work However, it is important to note the limitations of these studies, as the research conducted by Axell, Klara Arvidsson, Fanny Forsberg Lundell, and Tran Thi Thu Trang relies on a limited sample size.
M T rencontrent des difficultés concernant la réalisation d’un interview auprès des étudiants et l’absence des questions ouvertes, ce qui les empêche de mener une méthode qualitative
We value these studies for offering insights, essential information, and useful suggestions on a topic that should be prioritized in education This foundation enables future research to progress more effectively in this field by providing additional details and addressing the gaps in previous work.
In this chapter, we will discuss the method used to collect data It includes three main sections: research objectives and questions, context, and research methodology, which covers participants, research tools, questionnaire design, as well as data collection and analysis methods and processes.
Contexte
This study was conducted at the French Department of ULIS-VNU after the first semester of the 2021-2022 academic year ULIS is renowned as one of the most prestigious universities for French education in Vietnam This year, the French Department welcomed 105 first-year students, most of whom had no prior knowledge of French before entering university.
Given the significance of motivation in achieving success in learning French, we conducted this study to gain a deeper understanding of students' motivation by analyzing both integrative and instrumental motivation.
Nous avons réalisé cette étude à la fin du premier semestre de l’année académique 2021-2022.
Méthodologie de recherche
To address the research questions, we utilized a questionnaire (see appendix) to gather data Due to the pandemic situation in Vietnam, this questionnaire was distributed online through social media to first-year students in the French Department.
A total of 81 out of 105 first-year students participated in my study, representing approximately 77% of the cohort These students were selected because most of them had not yet been exposed to French prior to entering ULIS It is clear that before the start of their second year, the majority of these students continue their studies in French.
There are various factors that influence student motivation in the classroom The aim is to identify the predominant motivation among students and to suggest strategies to help them maintain their motivation, which is essential for their success and continued learning of French.
To achieve our goal of describing and analyzing motivation among first-year students in the French Department, we conducted a survey using a questionnaire This was the sole method employed throughout our research process.
According to Mackey and Gass (2005), the questionnaire survey is one of the most common methods for collecting data on the opinions and attitudes of a large number of individuals It reduces bias since participants cannot intentionally or unintentionally influence their responses This method is also valued for its speed, especially when distributed through social media, particularly in light of the current pandemic situation in Vietnam Additionally, it provides a sense of anonymity and respects the privacy of students.
The questionnaire consists of two main parts The first part includes 20 closed-ended questions adapted from Gardner's Attitude and Motivation Test Battery (AMTB) (2004), originally used with middle school students learning English as a foreign language and later adapted to various contexts (Zhou Ikai & Chen Guangfeng, 2020; Gardner, 2005: 3) From the original 104 questions, 20 focused on integrative and instrumental motivation were selected, modified to fit the Vietnamese context, and translated into Vietnamese for better understanding prior to distribution While the original questions were measured on a 7-point Likert scale, our study opted for a 5-point Likert scale (Strongly agree – Agree – Neutral – Disagree – Strongly disagree) The first 10 questions (1-10) assess integrative motivation related to learning French, while the remaining questions (11-20) evaluate instrumental motivation.
The second part includes two open-ended questions that allow students to express their thoughts freely, breaking the monotony of closed questions In this section, students can share their main reasons for learning and continuing to learn French Additionally, they can suggest tips to enhance motivation among students.
We utilize both quantitative and qualitative methods in our research The quantitative method is used to collect and analyze data from the first part of the questionnaire, processed using SPSS (Statistical Product and Services Solutions, version 20) Meanwhile, the qualitative method is employed to analyze and synthesize responses from the open-ended questions.
2.5 Processus de collecte et d’analyse des données Étape 1 : Conception du questionnaire
We based our questionnaire on Gardner's Attitude and Motivation Test Battery (AMTB) from 2004, translating it into Vietnamese for the first section The second part consists of open-ended questions Over two months, from January to February 2022, we reviewed various documents, theses, and articles on motivation, which enabled us to synthesize essential information for our work, particularly in designing a questionnaire grounded in theory.
La cohérence interne est généralement mesurée avec l'alpha de Cronbach, une statistique calculée à partir des corrélations par paires entre les éléments George, D.,
& Mallery, P (2003) a précisé dans son livre qu’une règle empirique communément
Tableau 1 : Règle pour décrire la cohérence interne
Alpha de Cronbach La cohérence interne
Une fiabilité de 0,829 a été obtenue et il s’agit d’une bonne valeur Étape 2 : Pré-enquête
The initial questionnaire correction was completed on March 9, 2022, marking a crucial step in the research process Prior to its official distribution to first-year students in the French Department, five students were asked to respond to the questionnaire and provide feedback They encountered no difficulties in understanding or completing it and offered essential comments that facilitated the success of our survey The final version of the questionnaire was refined over two days based on the pre-survey feedback and subsequently distributed to first-year students through social media This marks the data collection phase of the research.
Le 15 mars 2022, le questionnaire a été distribué à 4 classes de première année du Dộpartement de franỗais de la promotion QH2021.F1, soit 105 ộtudiants via Internet Nous avons reỗu au total 81 rộponses aprốs deux semaines, soit le 29 mars
In 2022, we observed that 24 students did not complete our questionnaire We assume this may be due to a lack of time or simply a lack of interest in participating Step 4: Analyze the results.
The collected data were processed using SPSS software (Statistical Product and Services Solutions, version 20) A quantitative method was employed to analyze the closed-ended questions from the first part of the questionnaire, focusing on descriptive analysis to assess measures of central tendency, dispersion, and frequency distributions For the open-ended questions in the second part, a qualitative method was utilized to analyze and synthesize the responses The results were presented and interpreted through tables.
This stage allows us to gain a deeper understanding of students' motivations and their suggestions Our research findings align with those of Klara Arvidsson, Fanny Forsberg Lundell, and Nguyen et al., indicating that both types of motivation are present among students, with integrative (intrinsic) motivation being the most dominant.
ANALYSE DU RÉSULTAT
Motivation dans l’apprentissage du franỗais chez les ộtudiants en premiốre annộe du Dộpartement de franỗais de l’ULIS
To address the research questions, we conducted a survey consisting of two main parts: closed-ended questions based on Gardner's Attitude and Motivation Test Battery (AMTB) from 2004 to identify the factors influencing student motivation, and open-ended questions to uncover the primary reasons driving students to continue learning the French language in the French Department.
Our research findings indicate that there are two types of motivation in French language learning among students: integrative motivation and instrumental motivation We calculated the average responses on the scale of motivation.
5 points et non en pourcentage
As outlined in the theoretical framework, integrative motivation is defined by positive attitudes towards speakers and the culture of the target language, reflecting a desire for integration and a willingness to learn more about them.
Tableau 2 : Moyenne et écart type liés aux énoncés de la motivation intégrative
1 Apprendre le franỗais me permet de comprendre les magazines et les films en franỗais
2 J’apprends le franỗais parce que j’adore tout simplement le franỗais les langues ộtrangốres en
3 J’apprends le franỗais car cela me permet de devenir une personne sympathique et sociable comme les locuteurs natifs
4 Apprendre le franỗais m’aide à interagir plus facilement avec les locuteurs du franỗais
5 En apprenant le franỗais, je peux mieux comprendre la culture et le mode de vie des locuteurs natifs
6 En apprenant le franỗais, je peux participer aux activités académiques, sociales et professionnelles dans d’autres groupes culturels
7 J’apprends le franỗais car cela me permet de partager mes connaissances à d’autres personnes
8 En apprenant le franỗais, je peux discuter des sujets intộressants en franỗais avec les gens venant de différents pays
9 En apprenant le franỗais, je peux rencontrer les personnes qui étudient et qui utilisent aussi cette langue
10 J’apprends le franỗais pour connaợtre tous les aspects importants de cette langue
The table above displays the 10 statements related to integrative motivation in French language learning among first-year students in the French Department Our findings indicate that students exhibit a strong integrative motivation, with an average score for all statements ranging from 3.52 to 4.16.
Learning French allows me to connect with others who study and use the language, achieving a high average of 4.15 in interactions with French speakers This result indicates that students are highly interested in exchanges and meetings with fellow French speakers.
The love for French and foreign languages ranks third with an average score of 4.09, indicating that interest in languages serves as a significant motivation for students to select and pursue their studies in the French Department.
The desire to better understand the culture and lifestyle of native speakers is a significant motivational factor for students, with a mean score of 4.04, ranking fourth overall This indicates that first-year students in the French Department place particular emphasis on cultural enrichment.
Students learn French for various reasons beyond the most common ones It enables them to understand films and read magazines in the language (M=3.98), enrich themselves personally and culturally through extracurricular, academic, or professional activities (M=3.94), engage in interesting discussions with French speakers from around the world (M=3.93), and share knowledge with others (M=3.75) Additionally, students aim to grasp all important aspects of the French language to speak it fluently (M=3.84).
L’ộnoncộ 3 ô J’apprends le franỗais car cela me permet de devenir une personne sympathique et sociable comme les locuteurs natifs ằ obtient la plus basse moyenne, soit de 3.52
Instrumental motivation refers to the pragmatic or utilitarian value of learning French, driven by the desire for social recognition, career advancement, economic benefits, or simply to pass school exams.
Tableau 3 : Moyenne et écart type liés aux énoncés de la motivation instrumentale
1 J’apprends le franỗais seulement pour but de finir les devoirs à la maison et de réussir aux examens
2 Je ne lis que des manuels scolaires et non d’autres sources comme les magazines ou livres franỗais
3 J’apprends le franỗais car j’ai l’intention de faire les études dans les pays francophones dans l’avenir
4 J’apprends le franỗais car cela est important lorsque je visite un pays qui parle franỗais
5 Etudier le franỗais est important parce que cela me rend plus instruit(e) et cultivé(e)
6 Etudier le franỗais est important parce que cela me rend plus habile
7 J’apprends le franỗais car cela me permet de trouver un bon emploi dans l’avenir
8 J’apprends le franỗais pour l’obtention du diplụme de l’ULIS plutôt que pour la passion pour le franỗais
9 Le fait de maợtriser bien le franỗais m’apporte des réussites (par exemple, gagner des prix dans des concours)
20 Les autres me respectent davantage si j’arrive à parler couramment le franỗais
The table above displays ten statements related to instrumental motivation in French language learning among first-year students in the French Department Overall, the statements range from 2.5 to 3.78, with none exceeding an average of 4.00 This indicates that the instrumental motivation among students is neither particularly strong nor weak.
The desire to study in French-speaking countries and find employment are the primary motivations for participants learning the French language, with average ratings of 3.78 and 3.72, respectively This indicates that students are keenly interested in their educational paths, particularly the opportunities to study abroad, as well as the professional prospects that proficiency in French can provide.
French is a significant tool that enables students to become more educated, cultured (M=3.69), and skilled (M=3.65) Many students believe that learning French is essential when visiting a country where this language is spoken.
The results indicate that students learn French primarily out of love for the language rather than solely for the purpose of obtaining a diploma, as evidenced by an average score of 2.58 in the ULIS diploma program This finding supports the previous assertion that interest in foreign languages, particularly French, serves as a significant motivation for students.
Students exhibit a neutral attitude towards the statements regarding their motivation for learning French, indicating that they primarily study to complete homework and succeed in exams, with average scores of 3.00 and 3.09 This suggests that the goal of passing exams is not a significant priority for them, as they are more influenced by other factors Additionally, they do not place a high value on social recognition.
Motivation dominante chez les étudiants en première année du Département
Tableau 4 : Comparaison entre motivation intégrative et motivation instrumentale
The second research question aims to determine the predominant motivation among students Table 3 reveals a difference in the average scores between integrative motivation and instrumental motivation in learning French among first-year students in the Department of French The average score for integrative motivation (M=3.94) is higher than that for instrumental motivation (M=3.324) Our study indicates that both types of motivation are present, with integrative motivation being the dominant form among students.
Raisons qui poussent les étudiants en première année à choisir et à continuer à apprendre le franỗais
In this study, we asked students to identify the key reasons motivating them to continue their studies in French, and we received a variety of responses We have chosen to analyze the three most frequently mentioned reasons in the following sections.
Motivation intégrative et motivation instrumentale
Motivation intégrative et motivation instrumentale
Among the 81 participants in our survey, 37.2% indicated that love and passion for the French language are the most important factors The results from the first part of our survey on integrative motivation revealed that interest in the French language, with an average score of 4.09, is the third most significant element influencing students' choice to learn French.
We found that the desire to study abroad, particularly in French-speaking countries like France and Canada, is chosen by 28.1% of students as a reason for continuing to learn French This is not a coincidence, as in the first part of our survey, the aspiration to study abroad ranked highest among the factors related to students' instrumental motivation.
Love ranks third in importance for French culture 25% of respondents find the culture and lifestyle in France intriguing, sparking their curiosity to explore it further This reason also scores quite high when we analyze the integrative motivation of students.
Students have cited several reasons for their interest, including future job opportunities, the desire to speak French fluently, and the positive influence of teachers in the French Department.
Based on our study's findings, we can assert that the primary reasons students continue to learn French stem from integrative motivation, driven by their interest in the French language and culture Additionally, instrumental motivation plays a crucial role, as many students aspire to study abroad, prompting them to put in significant effort.
Propositions pour motiver les étudiants
As noted by Dửrnyei (2001: 2, cited by Yvon Rolland), motivation is fundamentally connected to the basic aspects of the human mind, and most educators and researchers agree that it plays a crucial role in the success or failure of a learning situation Therefore, it is essential to enhance student motivation.
We asked students to share tips for self-motivation and motivating others While there are no one-size-fits-all solutions, these techniques have the potential to prove effective.
Students have expressed a strong desire to incorporate games into French language learning to enhance motivation They believe that vocabulary games can help them memorize new words and grammar without added pressure A study by Sauvé, Renaud, and Gauvin (2007) titled "An Analysis of Writings on the Impacts of Play on Learning" concluded that games boost motivation, structure knowledge, and positively influence self-esteem, confidence, engagement, and the desire to persist and complete tasks.
Students who participated in our survey express a strong interest in international academic exchanges, as these experiences would enable them to learn and broaden their horizons Currently, the French Department has established bilateral partnerships with Paul-Valéry University Montpellier 3 and the University of Quebec in Montreal, with a significant number of students expected to participate in this program each year.
We have also observed that perseverance and effort are key factors that contribute to maintaining motivation in learning According to Famose, perseverance is one of the indicators that determines motivation in a school context.
Learning French through magazines, YouTube videos, books, or articles is a popular suggestion among students They find this method effective for retaining essential knowledge about life, culture, economy, and politics in France.
Games are valuable tools for learning, as they stimulate the desire to learn, enthusiasm, and creativity In my third year, instead of focusing solely on abstract lectures, my Linguistics teacher incorporated role-playing games to teach modalities Our class actively participated and appreciated this approach, which also provided an opportunity to understand the practical aspects of the subject.
We had the opportunity to engage in a friendly discussion with a current student and a former student who participated in international mobility programs in France and Canada, referred to as A and B for anonymity Student A, who is currently on an exchange program in Montreal, Canada, shared that the experience allowed her to immerse herself in Quebec's culture, broaden her horizons, and improve her French language skills Initially, she faced challenges due to the differences between French spoken in France and Quebec, but through conversations with locals, she overcame these obstacles Former student B, who studied in France, believes that studying abroad enhances students' appreciation for the language they are learning By understanding the culture associated with the target language, students can develop a greater interest in their studies We believe that exchange programs are an excellent way to motivate students However, due to the pandemic and health restrictions over the past two years, traveling abroad has been challenging As we gradually return to normalcy, we hope that exchange programs can resume.
Perseverance is crucial for success, as achieving goals is rarely a straightforward journey It provides the strength to keep striving and maintain motivation However, students may struggle to uphold this perseverance when faced with obstacles.
Learning French through YouTube videos and articles is an effective way to enhance both writing and speaking skills This approach can serve as a source of motivation YouTube, in particular, offers a vast array of content for all levels, including French courses and videos showcasing the daily lives of French speakers.
Discussion
We conducted a study to understand the motivations behind learning French among first-year students in the French Department at ULIS-VNU, and our research provided answers to the posed questions It is undeniable that there are various reasons that drive students to learn and continue learning French Our findings revealed two types of motivation among students: integrative motivation and instrumental motivation.
In the context of integrative motivation, respondents express a desire to learn the language to gain a deeper understanding of its nuances and to engage with the target culture Conversely, instrumental motivation refers to learning the language for practical reasons, such as future career opportunities, economic benefits, and social recognition.
Nous avons réalisé ce travail lorsque les étudiants viennent de terminer le premier semestre au Dộpartement de franỗais Pourtant, à cause de la pandộmie Covid-
At 19, students still lack the opportunity to attend in-person classes Our research indicates that integrative motivation is predominant among students The ability to meet and interact with others who are learning and using French appears to be the most significant factor driving their motivation.
According to the 2000 guidelines, ten conditions are essential for motivating students, with interaction and collaboration being key factors A passion for French language and culture also significantly enhances student motivation Byram (1992, as cited by Axell) emphasizes the importance of cultural knowledge, as it can foster positive attitudes towards other peoples and cultures, thereby increasing the student's motivation to learn a language, specifically French in this context.
Regarding instrumental motivation, students learn French primarily to study abroad or because they recognize the language's importance for their future careers The work of Klara Arvidsson and Fanny Forsberg Lundell highlights this in the context of French studies The idea of spending time in a French-speaking country also encourages students to pursue their studies in French Additionally, it is important to note that students learn French out of love for the language, not solely to obtain a diploma from ULIS or for social recognition Research by Mohammed Hamid Al-Ta’ani on motivation in English learning indicates that students do not necessarily require the approval of their peers regarding their language proficiency.
Integrative motivation and instrumental motivation both play significant roles in foreign language learning According to Gardner, integrative motivation is the most crucial variable for language learning performance However, research by Dürnyei (1990) suggests that instrumental motivation may be more important for foreign language learners, as they often lack the knowledge and experience to fully integrate into the target culture at the beginning of their learning journey.
Students show a keen interest in meeting French speakers, as they have limited opportunities to interact in person with their teachers and peers Their love for the language often stems from the fact that many do not begin learning French until university, sparking curiosity about a new language Nowadays, an increasing number of young people are studying abroad, which helps them become more independent and gain a better education France remains a top destination for international students due to its excellent educational system, lower tuition fees, rich culture, and high quality of life Many students in the French Department dream of studying in French-speaking countries, particularly France and Canada Additionally, with the growing demand for foreign language proficiency in the job market, first-year students are also choosing to learn French to enhance their employment prospects.
This study focuses on analyzing motivation in learning French among students in the French Department at ULIS-VNU We employed both quantitative and qualitative methods to analyze and interpret the collected data The results of our survey allowed us to address the research questions posed at the beginning of our work It is undeniable that motivation is the key to success, as noted by Pierre Vianin, a professor specializing in combating school failure, who states that all learning depends on it Without an initial drive, learning becomes impossible (2006: 21).
The primary goal of our study is to analyze the motivation behind French language learning among first-year students in the French Department at ULIS-VNU Our research reveals two types of motivation: integrative motivation and instrumental motivation Both types significantly influence students' decisions to learn and persist in learning French.
The second objective of our work is to identify the dominant motivation among students The analysis of the survey reveals that integrative motivation is predominant Key factors driving this integrative motivation include social interactions and encounters, along with a love for the French language and culture Additionally, instrumental motivation plays a significant role, as the desire to study in French-speaking countries and the aspiration to secure good employment are crucial elements influencing students' choice to learn French.
The third objective of our work is to understand the main reasons that drive students to learn and pursue their studies in French We identified three prevalent motivations: a love for the language, the desire to study in French-speaking countries (particularly France and Canada), and an interest in French culture Most of these reasons stem from integrative motivation, further confirming that integrative motivation significantly influences the choice to study French.
Authors such as Axell (2007), Ryan and Deci (2000), and Wong (2011) emphasize the importance of fostering integrative motivation Axell argues that integrative motivation is crucial as it leads to better long-term outcomes Research by Gliksman, Gardner, and Smythe (1982, cited by Axell) indicates that students with strong integrative motivation are more engaged in the classroom.
Faute de temps, nous ne pouvons pas recueillir toutes les données des étudiants en première année ni réaliser une interview pour solidifier notre travail de recherche
Students participating in our survey provided interesting and valuable suggestions Understanding and motivating students is a long-term endeavor Rolland Viau (2000) outlined ten conditions that can be beneficial in fostering motivation among learners An effective learning activity must:
1 Être signifiante aux yeux de l'élève
L’activité doit avoir de la valeur aux yeux de l’élève et correspond à leur champs d’intérêt, à leurs préoccupations et à leurs besoins pour susciter leur motivation
2 Être diversifiée et s'intégrer dans d’autres activités
Diversity should primarily be reflected in the variety of tasks involved in a single activity Activities that require only one task are often less motivating for students.
3 Représenter un défi pour l'élève
An activity presents a challenge for students when it strikes the right balance between being neither too easy nor too difficult Consequently, students quickly lose interest in successes that require no effort or in failures that stem from their inability to complete a task.