IMAGO Interculturalité et Didactique
Volume 10, Numéro 1, Pages 59-73

Foreign Language Learning, Classroom Interaction And Lack Of Motivation: The Case Of First Year Lmd Students

Authors : Idri Nadia .


During at least the last six decades, there was a propagation of teaching methods in the field of foreign languages. Their vital aim and elementary objective has been to ensure a methodical and efficient learning of the target language they are exposed to. These methods focus mainly on the resources to be used, on the aspects of the language to be learned and the skills that the foreign language learners are expected to learn. However, in spite of the considerable amount of research undertaken on the field of Foreign Language Learning (FLL), little remains known about the role of educational psychology in determining the success or failure of the learners. The word that is basically advanced is motivation. It seems that one of the undergrounds in succeeding in FLL is much matter of motivation before being its linguistic or didactic nature (i.e. teaching methods and the available material). In this, Chomsky says that: "The truth of the matter is that about 99 per cent of teaching is making students interested in the material" (Chomsky, 1 989: In Arnold and Brown, 1999: 13). Thus, in this work, we aim at determining the level of motivation students have attributing it to the language classroom where learners are face to face to their classmates and the teacher. That is, we need to test the importance of the classroom atmosphere as well as the teaching methods and techniques in elevating or reducing the level of interest when learning English as a Foreign Language (EFL).


Foreign Language, Learning, Motivation.